Year 4 student Alice worked on subtraction using the borrowing method and explored fractions by converting to common denominators, alongside an introduction to two-digit multiplication.

Year 8 Alyssa focused on comparing and simplifying fractions as well as applying these skills to worded problems, particularly those relating to sports statistics.

Meanwhile, Year 11 Elysia revised logarithms and practised calculus techniques involving differentiation with logarithmic functions, reinforcing her understanding through targeted textbook exercises.

In Year 4, a student did not complete set times tables homework and continued to rely heavily on counting fingers during arithmetic, as noted: "she did not complete her homework of doing her times tables." This habit limited progress in developing mental recall.

In TAFE Maths, another student struggled to maintain skills between lessons; long gaps led to lost progress and numbers getting "jumbled" without regular practice or written working.

A Year 11 learner preparing for calculus found revision less effective when exam preparation wasn't supported by targeted self-study beforehand—"sessions could be better utilized if the student completed their own revision prior."

One Willaston tutor noticed Elysia, a high school student, is now confidently talking herself through each step of BODMAS problems—where previously she'd get confused and anxious, she's begun using colour highlights and written checklists to independently guide her process.

In another session, Jasmine (Year 9) surprised her tutor by choosing to tackle harder negative number problems after initially hesitating with calculator methods; this willingness to push into more challenging work marks real growth in her approach.

Meanwhile, Claire in Year 4 has started volunteering answers during drills, where she used to quietly wait for prompts—she finished all ten without hesitation last week.