Year 4 Alice worked on subtraction using the borrowing method and began learning two-digit multiplication, including an introduction to the lattice method for larger numbers.

In Year 10, Lucas focused on factorising algebraic expressions, tackling difference of two squares and perfect square types with worked examples.

For Year 11, Jessica reviewed calculus by practising derivatives of exponential, logarithmic, and trigonometric functions, reinforcing these skills through targeted exercises.

A Year 10 student working on algebra often avoided showing full working, especially when manipulating complex expressions; as a tutor noted, "he skipped steps in difference of squares problems, which hid sign errors." This made it harder to catch small mistakes and slowed progress in later questions.

In Year 4 subtraction and lattice multiplication tasks, written work was sometimes unclear or incomplete, leading to confusion when reviewing methods.

One senior student preparing for exams relied heavily on revision of familiar basics rather than tackling unfamiliar problem types—leaving her less confident with curveball exam questions.

A tutor in Ward Belt noticed Elysia move from feeling uncertain with long division to tackling harder problems she created herself—she now shows her working and tells the tutor when she's stuck instead of guessing.

In another session, Jasmine, also in high school, adapted calculus and algebra skills to new topics without needing reminders, which hadn't happened before.

Meanwhile, Jai in primary school chose his own skip-counting challenges using Lego and spotted number patterns after 30 all by himself, a big step up from previously only following instructions.