Year 6 student Elise worked on adding and subtracting fractions with different denominators, then practiced converting mixed numbers to improper fractions.

Year 9 student Amelie focused on solving simultaneous linear equations and explored modeling real-world situations using linear relations.

Meanwhile, Year 10 student Michael reviewed quadratic equations by practicing root-finding techniques and applying the discriminant to various examples.

In Year 6 English, one student repeatedly avoided reading full questions before answering, leading to confusion—"she often assumes what the question is asking," a tutor observed, resulting in incomplete or off-target responses.

In several high school maths sessions (Years 9–11), students' written work was messy or disorganized; for example, "her working out...is very haphazard," making it hard even for the tutor to follow.

Homework completion was inconsistent: a Year 10 student did not bring her revision notes as assigned, stalling progress during lessons.

At times, over-reliance on calculators replaced careful step-by-step problem solving and reviewing errors.

A tutor in Nakara noticed some great progress with students recently. In Year 11 maths, Aymen has started explaining his thinking out loud and can now break down complex shapes into simpler parts to find their perimeters—something he used to avoid attempting on his own.

Meanwhile, Amelie, a high school student, has begun spotting where she's gone wrong on tests without prompting and is able to fix mistakes independently rather than waiting for hints.

In Year 5, Elise managed her NAPLAN test under timed conditions with improved focus and completed all sections without letting the clock rattle her.