Year 6 Mehar worked on converting between decimals and fractions using place value knowledge, as well as revising how to add and subtract fractions with practice on number lines.

In Year 11, Gavin tackled graphing logarithmic and exponential functions by exploring how transformations shift the original graph, then began learning about anti-differentiation through step-by-step examples.

Meanwhile, Alexander in Year 12 focused on physics concepts including kinematics, motion with constant acceleration, and analysing forces on inclined planes in preparation for his upcoming exam.

In Year 11 Maths Methods, a student missed homework and did not bring personal notes to lessons, instead relying solely on teacher-provided material; as a tutor noted, "he was not organised with his notetaking from school and did not complete homework given last class." This lack of independent organisation meant confusion when revising formulas for area and perimeter.

Meanwhile, in Year 12 Specialist Maths, one student's revision remained general rather than focused on exam-style questions or time-limited practice, so planning for Paper 1 was shallow.

In middle years, a Year 7 student lost confidence after setbacks in division—during lessons she would "lose focus until I gave her questions to do"—which slowed her progress in fraction simplification.

One Mount Burnett tutor saw a real change in Gavin, a senior student who recently solved quadratic inequalities independently using the discriminant and could clearly explain how to use kinematic equations for constant acceleration—this is a big step up from when he struggled with applying these formulas.

Mehar, in middle school, has started adding and subtracting fractions confidently after mastering the butterfly method, even though she hadn't learned this at school yet.

For a younger learner, Evie now tries to sound out unfamiliar words instead of saying "I don't know," showing much more persistence than before.