Year 4 student Jack worked on addition with large numbers and practiced writing sentences to improve structure.

In Year 9, Ella focused on rearranging algebraic equations and graphing them on a Cartesian plane.

Meanwhile, Year 10 student Liam tackled trigonometry problems involving bearings and also revised Pythagoras' theorem using diagrams to clarify side relationships.

A Year 8 student struggled with organization, often forgetting to include working when finding x and y intercepts in algebra, which led to confusion about where errors crept in.

For a Year 11 student, time management was an issue during graphing tasks—"he became flustered under a time limit," according to one tutor, causing incomplete answers despite strong understanding.

In Year 4 maths, neatness and layout were flagged; messy working made it hard to spot mistakes in multiplication.

Meanwhile, a Year 10 student hesitated to attempt complex worded questions independently, sometimes waiting for prompts instead of trying possible strategies.

One Pinbarren tutor noticed a big shift with a Year 10 student who had previously hesitated to ask for help; this week, he started actively questioning when unsure about spelling during their session.

In Year 11 maths, another student moved from struggling with rearranging equations to independently solving for variables and even plotting points on a cartesian plane without prompts.

Meanwhile, a Year 4 learner who used to rush through work is now pausing to pick up and correct her own writing mistakes—she finished her poem with nearly every word spelled correctly and took pride in editing it herself.