Year 6 student Jamie worked on adding and subtracting positive and negative numbers as well as using brackets within longer equations to break down multi-step problems.

For Year 9, Zoe focused on algebraic equations by solving for x and y, and also applied the concept of simple interest to practical questions.

Meanwhile, Year 10 student Lucas revised index laws with a focus on simplifying expressions involving indices, along with working through different types of algebraic terms in equations.

In Year 10 Maths, a student often rushed through multi-step problems in her head and skipped writing down working, which caused errors with working out in her head, according to one tutor.

In Year 11 Biology, another relied heavily on prompts for each sentence when structuring extended answers, slowing progress during exam-style tasks.

A Year 7 student came unprepared without their textbook; this led to time lost sourcing material instead of tackling new content.

Meanwhile, in Year 9 English, following self-made plans was an issue—plans were created but not actually followed during essay writing, so ideas became disorganized mid-task.

One Kirrawee tutor noticed Sophie, a Year 10 student, now independently writes out all her algebraic working—something she avoided in the past—and accurately expands brackets without prompting.

Abbey in Year 9, who used to hesitate with percentages and financial maths, confidently calculated multi-step percentage problems on her own last week and even explained her reasoning aloud.

Meanwhile, Eloise (Year 8) showed new initiative by tackling mixed fraction addition questions solo; previously she needed step-by-step guidance but this time completed the set correctly before asking for feedback.