Year 8 student Isobel worked on converting fractions to percentages and practiced adding and subtracting fractions.

Year 9 student Archie focused on reviewing BIDMAS rules and operations with fractions, especially subtraction involving large numbers.

For Year 10, Suhana tackled trigonometry by finding the sides of triangles and also revised key concepts in area, surface area, volume, Pythagoras' theorem, and trigonometry to address her specific areas of concern.

A Year 9 student often avoided talking through their reasoning when working on fractions, leading to frequent "I don't know" responses and missed steps in adding with unlike denominators.

In Year 11 Biology, not having the relevant test or class notes available during a session meant content gaps went unaddressed, slowing targeted revision.

One Year 8 student regularly forgot to bring required books or worksheets, so lesson time was spent sourcing materials rather than learning.

As a tutor noted, "she didn't backcheck her composite shapes work unless prompted," which left errors undiscovered until much later—making review less effective and progress feel frustrating.

A tutor in Buckland Park noticed a Year 9 student who used to rush through maths tasks now regularly backchecks her work, catching small mistakes on her own without prompting.

Another high school student recently showed new initiative by starting science homework independently and only seeking help for specific questions—previously, he waited for full explanations before beginning.

In primary years, one student who struggled with skip counting now relates number patterns to multiplication tables and confidently completes skip counting tasks solo after some practice. Last week, she multiplied numbers by 2s and 10s without any hesitation.