Year 6 student Jason focused on perimeter and area of irregular shapes, especially squares and rectangles, and practised multiplication facts for 6, 7, 8, and 9.

In Year 9, Ella worked through algebraic concepts in homework and completed online tasks set by her teacher that included decimals, percentages, and fractions to prepare for an upcoming test.

Meanwhile, Year 10 student Luka revised expanding and factorising polynomials with different degrees and also reviewed a poem for English assessment by identifying techniques used.

In Year 10 Maths, a student showed hesitancy in completing long division steps on paper, often omitting intermediate calculations. As one tutor observed, "when the remainder was zero, she skipped writing out all four steps," making it hard for teachers to follow her process.

A Year 11 student working on annuities and inequalities relied heavily on last-minute revision rather than ongoing practice—this led to uncertainty during more complex questions.

In a senior trigonometry lesson, over-reliance on provided resources meant independent problem-solving lagged behind.

Moments like these left students unsure during assessments, searching for confidence in their written methods.

A tutor in South Albury recently saw a Year 11 student who had struggled with scatterplots and data transformations quickly pick up the use of her CAS calculator, independently generating equations and interpreting coefficients for her statistics unit—something she'd previously hesitated to attempt alone.

In another high school session, a student who was once reluctant to admit confusion began actively asking about mistakes in algebra and worked through misunderstandings until he could approach problems more confidently.

Meanwhile, a Year 3 student who found long division overwhelming at first managed to solve several problems accurately using a new four-step method with only minimal help by the end of the lesson.