Year 6 student Elise focused on multiplying and simplifying fractions, as well as tackling reading comprehension tasks involving persuasion.

In Year 9, Amelie worked through trigonometric functions using the unit circle to determine exact values and practiced solving problems on probability ahead of her upcoming test.

Meanwhile, Year 10 student Michael concentrated on algebra skills by reviewing challenging test questions and practicing equations that required deeper understanding.

A Year 6 student often arrived without homework completed, leading to time lost finishing overdue tasks during sessions instead of progressing.

"We too often lose a lot of time during the lesson finishing work that should have already been completed," one tutor observed.

In Year 10 Maths, another student's tendency to reach for the calculator early made their working out harder to follow and reduced efficiency—answers were sometimes formatted incorrectly, costing marks on assessments.

Messy written work also became an obstacle for Year 9, where unclear steps in algebra or geometry meant errors went unnoticed until revision time, increasing frustration.

A tutor in Leanyer recently noticed Elise, a Year 7 student, has started outlining every step independently of her maths working without reminders—a big change from earlier sessions where she skipped key details.

In high school maths, Amelie demonstrated new independence by self-correcting her own mistakes during test review, rather than waiting for guidance.

Meanwhile, Aymen, another high schooler, broke down complex area problems into simple parts and combined results accurately—something he previously found confusing.

At the end of one session, Amelie chose to tackle an extra quadratic application problem on her own initiative.