Year 5 student Riley worked through Roman numerals up to 50 and practiced time concepts using both standard and 24-hour clocks.

In Year 8, Ethan tackled graph plotting for linear and non-linear equations as well as introductory work on mean and median using sample data sets.

Meanwhile, Year 10 student Olivia focused on trigonometric ratios—learning to write and apply them in problem-solving—and explored basic financial maths, including calculating simple interest amounts.

In Year 9 algebra, a student was observed skipping working steps—"He moved straight to answers in simultaneous equations, so sign errors crept in and weren't spotted until checking."

In Year 11, during advanced integration tasks, another student relied heavily on written formulas but avoided laying out substitution steps clearly. This led to confusion mid-way through problems and stalled progress.

Meanwhile, a Year 5 learner hesitated to write down times tables for fear of making mistakes, instead erasing work repeatedly ("lots of rubbing out when unsure"). In each case, missing or messy working slowed correction and left misunderstandings hidden until too late.

One Wyongah tutor recently noticed a big shift with Josh in Year 10: after struggling for weeks, he worked through simultaneous equations using the substitution method on his own, recognising where he'd been going wrong before.

In a senior session, another student who previously hesitated with complex algebra started tackling surds and binomial products confidently, even managing multi-step ratio problems without prompting.

Meanwhile, a younger primary student who used to rush through area questions now carefully checks each calculation and asks clarifying questions instead of guessing—this week she completed all her rectangle and square perimeter tasks accurately before moving on.