Year 6 student Elise focused on adding and subtracting fractions with different denominators, as well as converting mixed numbers to improper fractions using targeted worksheets.

Year 8 student Amelie worked through solving simultaneous linear equations and explored parallel and perpendicular lines, applying these concepts to graph-based problems.

For Year 9, Michael reviewed algebra skills by checking previous test questions he found challenging and practiced writing algebraic expressions from worded problems for extra reinforcement.

In Year 6 English, one student frequently assumed what a question was asking without reading it carefully, leading to incomplete or off-target answers. As noted: "she continues to do this, despite my constant insistence that she read all text on the worksheet."

In Year 10 Maths, another student's written work was described as "very haphazard," making revision and error-checking difficult; untidy calculations meant both tutor and student struggled to follow her reasoning.

Missed homework was also an issue for this Year 10 learner—she did not complete assigned revision notes, leaving gaps in understanding quadratic equations before assessments.

A tutor in Winnellie noted that Elise, a Year 7 student who once hesitated to speak up when stuck, is now comfortable explaining her problem-solving steps out loud before working through multi-step maths questions.

In recent sessions with Amelie, a high schooler, she showed real initiative by identifying her own errors during test review and independently correcting them—something she'd previously avoided.

Meanwhile, Noah (Year 6) moved from confusion about fraction conversions to confidently simplifying and switching between forms without prompting.

Last week, Amelie wrapped up her lesson by plotting hyperbolas on her own for the first time.