Year 5 student Ava revised area and perimeter of circles and composite shapes, then practiced calculating surface area for prisms.

Year 8 student Felix focused on identifying strengths from a past assignment, followed by an introduction to basic algebra and reviewing powers.

Meanwhile, Year 9 student Nicole worked through rational and irrational numbers—including converting decimals to fractions—and in English explored commonly misspelled word endings like "ent" and "ant," as well as the difference between "a lot" and "allot."

A Year 9 student struggled to keep her maths book organised, often leaving out written working when tackling multi-step algebra questions; as a tutor noted, "showing working needs to become more of a habit." This made it harder for her to spot small sign errors and slowed down revision.

In Year 11 Financial Maths, one student missed a test due to poor engagement with online school and had difficulty using formulas without access to reliable materials.

Meanwhile, in Year 5, another child guessed at answers in shape identification tasks rather than applying mathematical reasoning, leading to repeated confusion between rhombuses and trapeziums during homework.

One Leura tutor noticed a real shift in Tahlia's approach: she came prepared with her own mind maps and targeted questions, and after struggling with the control of ovarian cycle hormones, was able to quickly explain how recombinant DNA is generated.

In Year 10, Nicole had previously hesitated to ask for help but now regularly checks her understanding during sessions—last week, she used teacher feedback to pinpoint errors in algebraic equations and could independently correct them.

Meanwhile, Lyla (Year 6) showed new persistence by reviewing her mistakes in probability problems and explaining her reasoning out loud before moving on.