Year 5 student Ruby practised long addition, subtraction, and division, then moved on to rounding decimals and multiplying or dividing by 10.

Year 8 student Liam worked through solving one- and two-step algebraic equations—including those with variables on both sides—using structured examples.

For Year 11, Ethan focused on sketching curves by applying limits and derivative rules before identifying stationary points in calculus.

A Year 8 student repeatedly arrived without their English book or past work, and homework was either incomplete or rushed just before the lesson—"homework clearly started 5 mins before my arrival," as one tutor noted.

In Year 11 Mathematics, there was a pattern of not creating summary sheets or finishing assigned exercises, leading to gaps when tackling harder differentiation and inequalities.

A Year 6 learner did not review geometry topics before her test and only revised for a week, resulting in missed opportunities to reinforce key methods.

Each instance left students less confident facing new challenges or assessments.

A Werombi tutor recently noticed a Year 11 student who used to hesitate with trig identities now approaching them more independently, successfully proving one on his own after practice.

In a recent Year 8 session, a student who often relied on hints for ratio problems managed to generalise and apply the correct method without prompting, showing new initiative.

Meanwhile, in Year 5 maths, a student who was previously nervous about decimals volunteered to solve several decimal conversion questions out loud and asked clarifying questions when unsure—something she hadn't done before.