Year 6 student Caitlin worked on solving area and perimeter problems involving abstract shapes, with extra focus on breaking down complex worded questions.

Year 9 student Olivia revised adding and subtracting decimals, completed teacher-assigned classwork, and tackled more advanced problem-solving through her online homework.

For Year 10, Shania practiced OLNA-style division questions and reviewed past exam problems to strengthen her maths fundamentals.

A Year 9 student was observed repeatedly skipping note-taking in maths, leading to confusion when revisiting formulas for circles and measurement.

"He still tries to complete questions with minimal working shown," one tutor noted, which made multi-step problems harder and left errors unnoticed until late in the process.

In Year 11 Physics, difficulty selecting the correct equation meant extra time spent searching rather than solving—confidence dropped as questions grew more complex.

Meanwhile, a Year 4 writer struggled to concentrate on spelling while forming sentences, resulting in frequent misspellings of non-phonetic words.

Missed homework also limited opportunities for targeted feedback.

One Upper Swan tutor noticed a big shift in a Year 10 student's approach to algebra—after struggling with simplification, he started highlighting like terms on his own and no longer needed reminders.

In Year 11 physics, another student who used to miss flaws in experimental setups is now independently identifying issues that could impact results, showing much stronger analytical thinking.

Meanwhile, a younger primary student who previously rushed perimeter problems now takes time to write out working clearly and checks answers for errors; last session, he solved every worded perimeter question without any help.