Year 4 student Baylee practiced converting between mixed and improper fractions, as well as using diagrams to solve division problems.

In Year 8, Riley worked on making y the subject in algebraic equations and explored composite functions through targeted exercises.

Meanwhile, Year 10 student Cameron focused on analysing persuasive techniques in opinion articles and developed structured introductions for comparative language analysis tasks.

In Year 12 English, one student hesitated to write ideas freely, "worrying too much about how it should be phrased," which led to slow drafting and missed opportunities for deeper analysis—especially when planning exam essays.

For a Year 6 maths session, another student often confused which sides to use for area calculations (e.g., multiplying the wrong dimensions) and struggled with estimation tasks, slowing progress in geometry.

In both cases, reluctance to risk mistakes or difficulty recalling key processes meant more time spent revisiting basics than building new skills.

A tutor in Yering noticed Cameron, a Year 11 student, is now annotating texts more independently—he's begun highlighting key quotes and linking them to themes without needing prompts, which marks a shift from his earlier reliance on guidance.

Baylee, in Year 7, has started actively requesting more challenging decimal problems during sessions and made only one error when writing numbers as words—a big change from her frequent hesitations last term.

Meanwhile, Elsie (Year 4) moved from struggling with vertical addition and subtraction to confidently adding two- and three-digit numbers together by the end of her lesson.