Year 6 student Ava reviewed fraction operations including multiplication, addition, and subtraction, as well as converting between improper fractions and mixed numbers.

In Year 9, Emily worked through linear equations and practiced solving simultaneous equations using substitution and elimination methods.

Meanwhile, Year 10 student Liam focused on analysing more challenging opinion texts and refining essay writing by structuring clear body paragraphs for English assessments.

A Year 10 Chemistry student often "practiced reactions only online or orally," as a tutor noted, which meant written work was sparse—leading to mistakes in balancing equations and slow recall under test conditions.

In Year 8 Maths, one student would "copy more than apply" when learning new processes, so steps were missed and backchecking neglected; this habit made it harder to spot where logic went wrong on area problems.

Meanwhile, a Year 6 English learner's writing lost clarity mid-paragraph because ideas weren't mapped out first, leaving arguments unclear and hard to follow for the reader.

One Bornholm tutor noted that Jackson, a high school student, has shifted from struggling to identify the main idea of texts to now building concise arguments and asking clarifying questions when he's unsure—rather than staying silent.

In chemistry, another high schooler recently began forming redox equations independently after weeks of needing step-by-step guidance; he now solves most problems without prompting.

Meanwhile, in Year 6 maths, Rheyd finished his first long division question with minimal help this week—a big change from sessions where he'd get stuck halfway and wait for the answer before moving on.