Year 7 student Tyler focused on adding and subtracting decimals, rounding numbers, and fraction operations in preparation for his upcoming maths grading exam, working through his Year 7 Maths booklet.

For Year 9, most lessons concentrated on algebraic skills as this was a key area of need, including rearranging equations and reviewing core year 9 syllabus topics.

Meanwhile, a senior student covered financial mathematics—specifically annuities—and revisited basic algebra concepts using worked examples to strengthen foundational understanding.

In Year 10, one student's confidence noticeably dropped after a tough practice test, leading to "getting confused with which processes to use and getting them mixed up." This hesitation meant she avoided wordy or unfamiliar algebra questions, even when capable.

Another senior student in Extension 1 Maths tended to "overthink some questions and apply a more difficult method before the easier ones," often due to forgetting earlier content.

Across multiple years, messy or incomplete written work—especially skipping steps on paper—made it hard for tutors to spot errors or help build problem-solving skills. These habits left students feeling stuck during exams.

One Medowie tutor recently noticed Danika arriving with highlighted questions in her notebook—something she'd never done before. She's also started organising her notes more carefully and now works through most problems independently, only asking for help when really stuck.

Another Year 12 student, Liz, who used to hesitate in discussing tough exam questions, has begun explaining her reasoning out loud and even challenged her tutor on a solution—clearly much more confident in her thinking.

Meanwhile, Lara (Year 7) tackled a new linear equations topic for the first time and managed to solve one completely by herself at the end of their session.