Year 4 student Raeed practised using number lines to solve addition and subtraction problems, and compared the size of numbers up to the thousands using greater than and less than symbols.

In Year 8, Lachlan worked on applying Pythagoras' theorem to both straightforward and worded questions, as well as consolidating his understanding of linear equations by graphing on Cartesian planes and identifying slopes.

For Year 9, John focused on trigonometric functions—learning SOHCAHTOA to find unknown sides in right-angled triangles—and reviewed indices laws ahead of an upcoming assessment.

A Year 9 student, when working through algebra problems, often solved steps mentally rather than writing them out—this led to sign errors that went unnoticed until the answer was checked ("he could improve by writing down his 'working-out' instead of solving the problems mentally").

In Year 5 maths, a student tackling multiplication and division patterns hesitated to use written methods, preferring mental calculations; this slowed progress and caused confusion with more complex sequences.

A senior student's English analysis responses lacked depth because they did not fully incorporate weekly vocabulary or address multiple perspectives, limiting the detail in their essays.

One Narwee tutoring session saw a high school student, Lachlan, begin to ask more questions and actively seek clarification when he was unsure—where previously he tended to stay quiet if he got stuck.

Another notable win: John, also in high school, managed to self-identify errors in his own written work using the markscheme and could explain how to improve for next time, which is a real shift from needing constant external feedback.

Meanwhile, in Year 3, Raeed showed new independence by carrying out column addition with large numbers correctly after struggling with carrying the one just a few weeks ago.