Year 3 student Archie focused on times tables (3's, 5's, 7's, and 11's) and practiced place value questions by identifying the value of digits in numbers.

In Year 9, Jade reviewed key algebra skills through her recent exam and tackled problems involving Pythagoras' theorem.

Meanwhile, Year 10 student Milly worked through practice exam questions covering financial maths concepts such as calculating interest, discounted bills, and monthly losses to prepare for an upcoming assessment.

A Year 12 student working on trigonometry struggled to connect unit circle values with formulas, leading to confusion when tackling harder problems; as a tutor noted, "she hadn't had an in-depth explanation at school and needed visual resources."

In Year 10 science, one student's data graphing suffered from messy formatting—this made errors hard to spot and required redoing the layout mid-task.

For a Year 8 maths learner, not bringing a textbook or charged laptop delayed starting work.

Meanwhile, a primary student froze during new questions, hesitating instead of attempting answers until prompted. The pause filled the room; momentum slipped away.

A Lower Beechmont tutor recently noticed a big shift in one Year 11 student's approach to biology assignments—she reviewed the teacher's comments before the session and made targeted edits on her own, rather than waiting for step-by-step guidance.

In Year 8 maths, another student who used to freeze up when faced with new formulae now works through problems by "just giving it a go" first and then refining her answers, showing more initiative and resilience.

Meanwhile, a younger student surprised herself by completing an addition card game faster and more accurately than ever before, finishing every problem without needing any prompts.