Year 5 student Daniel worked on long addition with carrying over and practiced counting money through real-life scenarios.

For Year 9, Cailyn focused on operations with fractions—specifically subtraction and division—then extended her understanding by simplifying algebraic expressions using like terms.

Meanwhile, Year 11 student Nicholas tackled non-right angled trigonometry, including bearings and obtuse angles, alongside a review of key algebra skills for upcoming assessments.

In Year 9 Maths, one student struggled to recall algebra rules from previous sessions—"homework may need to be implemented and enforced," a tutor observed—resulting in repeated explanations of dividing fractions and reciprocals.

In Year 11, another learner's notes revealed difficulties with time management during exam practice; limited preparation left her unable to attempt all assignment sections.

Meanwhile, a Year 5 student often omitted working steps when solving addition and subtraction problems, making it harder to trace errors when reviewing.

Across several year levels, forgetting or underusing class notes outside sessions led to weaker retention between lessons and slower progress on new topics.

One Berkeley tutor noted that a Year 10 student who used to avoid seeking clarification now actively asks for extra example questions during sessions, writing down each step and memorising the process for her upcoming maths test.

Meanwhile, a Year 11 student demonstrated a big shift in essay planning—after struggling to organise ideas, he's started filtering out less relevant characters before drafting and has developed his own note structure to match his thinking style.

In primary, one Year 4 student recently completed all her long addition homework without mistakes for the first time and remembered to mark her tens when carrying over.