Year 5 student Amelia focused on extracting key details from writing prompts—like identifying who, what, when, why, and how in short texts—and set a new SMART learning goal for herself.

Year 10 Jai practised finding the surface area and volume of various 3D shapes and learned strategies for approaching unfamiliar maths problems by breaking them down logically.

Meanwhile, Year 11 Yasmin worked through simplifying algebraic fractions and tackled adding and multiplying complex fractions to strengthen her algebra foundations.

In Year 10 Maths, one student repeatedly avoided writing down working for algebra and linear equations—"she nodded along but wasn't truly following," as a tutor observed. This habit made sign errors harder to catch and left her unsure in later steps.

For Year 11, incomplete homework was noted; formulas for compound interest or annuities weren't practiced outside sessions, leading to confusion when switching between contexts.

Meanwhile, a Year 7 learner's messy layout in times tables practice often led to lost place value and muddled answers, especially with the 6s and 8s. Missed feedback opportunities lingered into next sessions.

A Sunbury tutor recently noticed that a Year 11 student, Jackson, started bringing completed homework to sessions for the first time and could now independently apply formulas to solve interest problems—previously, he'd struggled to keep track of calculator steps.

Meanwhile, Jai in Year 10 not only remembered earlier work on probability trees but also took the lead in applying those ideas to new science concepts without prompting.

At primary level, Amelia surprised her tutor by sounding out words during reading and openly sharing her thinking about story questions after initially hesitating to participate.