Year 6 student Zac focused on fractions, including adding, subtracting, multiplying and dividing both proper and improper fractions, as well as learning how words like "of" indicate multiplication in sentence questions.

Year 8 student Olivia worked through selective test-style area and perimeter problems involving complex shapes, applying algebra to find unknown angles within triangles.

For Year 9, Grace concentrated on statistics by reading line graphs and calculating gradients of straight lines, plus identifying geometric patterns and continuing sequences.

In Year 8 maths, one student often avoided writing out working for division and fractions, instead trying to solve problems mentally—she would frequently forget to do her working out on paper, a tutor noted. This led to lost marks and confusion with multi-step tasks.

In senior years, another student's messy graphing layout made it hard to spot calculation errors; her graphs were very disorganised leading to incorrect graphs.

Across both stages, skipped homework and reluctance slowed lesson progress, meaning complex topics like probability or test-style questions received less attention and confidence sometimes dropped after setbacks.

A tutor in Avoca Beach recently noticed Zac, a high school student who was once hesitant to speak up, now volunteers his thinking aloud during problem-solving and even tackled adding and subtracting fractions with mixed numbers independently—something he previously struggled with.

Another secondary student, Zach, who had trouble focusing before, has become much more attentive and now recognises complex graphs quickly while using his calculator efficiently.

Meanwhile, Lilly (Year 6) showed a real shift by insisting on attempting fraction-decimal conversions herself after initially needing lots of guidance, finally completing an entire set without help.