Year 6 student Greta focused on negative numbers and algebraic expansion, along with basic French sentence construction using new vocabulary.

Year 8 student Sam worked through trigonometry skills, including labelling triangle sides and applying SOH CAH TOA to find unknown lengths, while also practising rearranging equations for a test.

In Year 10, Michael revised linear simultaneous equations by using substitution methods and reviewed previous test questions involving simplification of surds and rationalising expressions.

A Year 3 student often hesitated to write down working in maths, especially with fractions and subtraction, instead relying on mental calculation or visual aids. As one tutor observed, "layout & clear written working is important as this will help her to understand her own thought process."

In Year 9 algebra, skipping steps when rearranging equations led to confusion over whether to multiply or divide.

Meanwhile, a senior student in Methods struggled to recall when specific formulae applied—mistaking the requirements for using the cosine rule—which caused errors on test problems and uncertainty about how to proceed with geometric proofs.

A Warrenheip tutor recently noticed a big shift with a Year 9 student who had struggled to talk through her maths process—she now uses written steps and can explain where she's stuck, instead of just guessing or going quiet.

In another session, a high schooler worked through more complex algebraic equations using negative numbers and even requested extra practice on powers after realising they were a weak spot—something she would have avoided before.

Meanwhile, a primary student who used to skip over unfamiliar words in reading is now reacting out loud to story events and will ask for help rather than shutting down.