Year 6 student Olivia practised converting between fractions, decimals, and percentages as well as tackling multi-digit multiplication using written algorithms.

In Year 8, Lucas worked through the surface area and volume of cylinders, pyramids, and cones, with an emphasis on visualising nets and breaking down formulas.

Meanwhile, Year 10 student Mia focused on solving linear equations involving fractions and tackled worded problems requiring careful setup of algebraic expressions.

In Year 8 algebra, one student often omitted working for multi-step expressions—"writing steps out would help spot small sign errors," as a tutor observed.

Meanwhile, a Year 10 learner hesitated to use feedback from previous coordinate geometry questions, so similar mistakes recurred on new problems.

In Year 4 arithmetic, messy written layout during subtraction with carrying made it harder to self-correct place value slips.

During Year 11 trigonometry sessions, formula recall was shaky when test pressure hit; confusion about which values to substitute led to stalled progress and frustration mid-task.

One Bilgola Beach tutor noticed a Year 11 student who used to mix up product and chain rules in calculus now accurately differentiates even tricky functions using the quick method—something she found confusing just weeks ago.

A Year 9 student, previously hesitant to ask for help, now confidently checks her fraction-percentage conversions out loud and corrects herself without prompting.

Meanwhile, a younger primary student who relied heavily on counting fingers for additions has begun using mental strategies like the 'rainbow' helper and finished all his number bond sums without looking at his hands once.