Year 6 student Greta worked on negative number operations and expanded her skills in solving algebraic expressions, also revisiting fractions and decimals with visual aids.

Year 10 student Sam focused on trigonometry by labelling sides of right-angled triangles, writing and rearranging sin, cos, and tan ratios, and using a calculator for practice questions.

For Year 11, Ava revised the laws of exponents while simplifying equations and tackled previous test problems involving surds and set notation to prepare for upcoming assessments.

A Year 8 student often avoided writing out working in algebra, which made it difficult to spot where sign errors crept in; as a tutor observed, "he skipped showing steps in algebra, which hid sign errors."

In Year 11 physics, forgetting to convert units (e.g., not changing from km² to m²) led to confusion during problem-solving.

Meanwhile, a Year 6 student hesitated to ask for help on worded maths problems and left answers blank rather than risk being wrong. This reluctance meant her teacher missed chances to target support and left her feeling unsure after tests.

A tutor in Sebastopol noticed one high school student who had previously struggled with trigonometry now quickly identifying triangle sides and choosing whether to use sine, cosine, or tangent with minimal prompting.

Another secondary student, who used to rely heavily on guidance for algebraic equations, recently solved most problems independently and confidently applied the quadratic formula without help.

Meanwhile, a younger learner made steady progress with fractions: after frequent errors matching fractions to visuals at first, she began grouping arrays accurately and counted dots methodically for equivalents by her third exercise.