Year 6 student Elise focused on applying and converting units of measurement in maths, and began planning an extended written response on whether libraries are still necessary in schools.

For Year 10, Amelie worked through practice problems involving functions, domain, and range, as well as distance and midpoint concepts using targeted worksheets.

Meanwhile, another Year 10 student revised trigonometric applications by tackling angles of elevation and depression, along with using trigonometric relationships to solve problems involving three-dimensional figures.

Elise often assumes what the question is asking, rather than taking the time to carefully read through, which led to incomplete answers on comprehension tasks.

In Year 9 Maths, Amelie's workbook was described as "very haphazard"—her layout made it difficult for both student and tutor to follow multi-step calculations or revise later.

A Year 11 student lost marks in a recent test due to not double-checking answers and providing them in the wrong format, even though he understood the content.

Homework was also left incomplete several times across Years 6 and 9, leaving revision phases unfinished.

One Wulagi tutor noticed Amelie, a high school student, tackling quadratic application problems with much more independence than before—she now identifies her own errors during tests and corrects them without prompting.

Elise, in Year 7, used to hesitate when faced with multi-step maths questions but has started verbally outlining each step before solving, showing new clarity and structure in her approach.

Meanwhile, Noah (Year 8) was able to review his most recent test and independently correct several mistakes he'd previously missed.

Last week, Amelie finished plotting hyperbolas on her own for the first time.