Year 8 student Tiffany completed a diagnostic assessment to identify areas needing support in maths, focusing on key Year 9 topics.

For Year 10, Chloe practised using the quadratic formula and completing the square to solve quadratic equations, with step-by-step worked examples.

Meanwhile, a Preliminary HSC student revised calculus techniques and tackled advanced problems involving functions, polynomials, and trigonometry as part of exam preparation.

In Year 10 Financial Maths, one student relied heavily on plugging numbers into formulas rather than understanding the underlying concepts; as a tutor noted, "she is too reliant on putting numbers into a given formula." When faced with unfamiliar question styles, anxiety set in and deeper reasoning was avoided.

In Year 8 algebra sessions, another student often skipped showing working steps—leading to confusion between when to add or multiply terms and making it hard to spot errors.

Meanwhile, a Year 5 student's written work was scattered across the page during division tasks, causing frequent loss of place value and frustration.

A tutor in Redhead recently saw a Year 11 student shift from avoiding multi-step worded problems to carefully writing out each step, which led him to correctly solve questions he previously found confusing.

Another high schooler has become much more comfortable asking for help when stuck—she used to stay silent, but now openly voices her confusion and works through tricky algebra with the tutor's guidance.

In primary, one Year 3 boy started off unsure about new terminology but ended up confidently using the right words by the session's end and answered two questions he'd missed last week without prompting.