Year 10 student Jeremy focused on trigonometry, tackling right-angled triangle problems and reviewing algebra skills such as expanding brackets and factorisation in preparation for semester exams.

For Year 9, Willow worked extensively with fractions—simplifying, converting between mixed numbers and improper fractions, and solving written word problems involving operations with fractions.

Meanwhile, Year 11 student Mia explored scatterplots by drawing them accurately, interpreting types of correlation using real data examples, and distinguishing between independent and dependent variables.

In Year 12 maths, one student found that "preparing only for basics meant I wasn't ready for in-depth exam questions," highlighting how surface-level revision left them stuck when facing harder problems.

A Year 10 student often skipped showing algebra steps, making it hard to spot where sign errors crept in—especially with negatives and exponents.

In Year 8, another learner avoided checking their histogram drawings after each attempt, which led to repeated mistakes with grouped data.

Meanwhile, a primary student came to a geometry lesson without paper, unable to complete area calculations as planned.

One Tweed Heads West tutor noticed that a Year 11 student, Jeremy, who previously hesitated with algebra and trigonometry questions, now regularly tackles them on his own and even spots his own mistakes before being prompted.

Meanwhile, Willow in Year 8 has begun identifying the correct approach to fraction problems independently after struggling with conversions just weeks ago; she now chooses her strategy without needing reminders.

In a recent primary session, Bella started double-checking her answers in time calculations instead of rushing through—last lesson, she caught an error herself and corrected it without help.