Year 6 student Greta focused on algebra basics and solving simple linear equations for x using balance methods, alongside revision of negative numbers through multiplication and division.

Year 10 student Tom worked on trigonometry by labelling sides of right-angled triangles and setting up sin, cos, and tan ratios with calculator use, as well as rearranging equations to find unknown values.

Meanwhile, Year 11 student Jasmine tackled simultaneous linear equations using substitution techniques and revisited simplification and rationalising of surds from a previous test.

In Year 8 Maths, one student tended not to double-check answers, which led to avoidable mistakes and knocked her confidence—especially when switching between addition and subtraction.

In Year 10, a reluctance to show full working in algebra made it harder to spot sign errors or understand where solutions went off track.

A senior student preparing for induction proofs struggled with planning their approach; skipped checks meant the same logic errors repeated across problems.

Meanwhile, in English, hesitation to express ideas in writing slowed progress on analytical tasks—spoken explanations were clearer than written ones.

A Pootilla tutor recently saw a Year 10 student make sense of the laws of exponents after struggling with equations written in unfamiliar formats; by the end, she could solve several problems without prompting.

In Year 8, another student who used to avoid reading aloud began choosing to read herself and even reacted to events in the story as she read, a noticeable shift from her earlier reluctance.

Meanwhile, a Year 4 student moved past counting errors in fraction array exercises—she started grouping dots correctly for questions like "find 2/3 of 12," using visual cues rather than guessing or relying on appearances.