Year 7 student Zara worked on statistics, focusing on calculating mean, median, mode, and range using her class data.

In Year 9, Ethan tackled solving algebraic equations for x and practised operations with negative numbers and fractions through targeted exercises.

Meanwhile, a Year 11 student revised logarithmic equations by applying log rules and converting square roots to index form as part of exam preparation.

In Year 8 Maths, a student did not attempt assigned homework or begin their maths assignment, with notes stating "he has not made any attempts to the assignment yet." This avoidance delayed essential practice with rounding and multiplication.

For a senior student preparing for tests in Algebra, there was reliance on looking back at worked examples before attempting new questions, rather than building recall and independent problem-solving—"he kept looking at the previous examples we did together before attempting new questions." This dependency is limiting progress toward independent mastery.

In Year 12, test anxiety meant a practice exam wasn't completed under timed conditions, impacting readiness for actual assessments. This anxiety directly affects performance under real exam conditions.

A tutor in Windaroo noticed a big shift with one Year 10 student who had previously hesitated to ask for help; this week, he started voicing his questions as soon as he hit a roadblock, leading him to independently solve every percentage and rounding problem thrown his way.

Meanwhile, a Year 8 student who struggled at first with mean, median, mode, and range surprised both of us by not only understanding these concepts faster than expected but also confidently explaining her answers back after practice.

In a recent primary session, two Year 3 students insisted on tackling new time-telling problems themselves before asking for feedback—something they'd been too unsure to try just weeks ago.