Year 4 Sophie practised converting between mixed numbers and improper fractions, as well as simplifying fractions using visual aids.

In Year 9, Jay worked through algebraic factorisation and completed graphing exercises with linear equations.

Meanwhile, Year 10 student Josh focused on revising logarithms for an upcoming test and also tackled questions involving the rearrangement of algebraic expressions.

In Year 10 algebra, skipping steps when solving equations—"he skipped showing steps in algebra, which hid sign errors"—meant extra time was spent tracking down small mistakes rather than progressing.

For a Year 9 geometry test, reasoning was often left unwritten; the tutor noted missed marks for not explaining answers clearly.

In Year 7, one student rushed through multi-step worded questions and "jumped to an answer without unpacking what was being asked," leading to avoidable errors and frustration.

Meanwhile, a Year 3 student's fatigue during lessons made it hard to focus long enough to complete homework or engage with new material.

A tutor in Mylor recently noticed a Year 10 student, after previously losing marks to avoidable errors, now slowing down and double-checking his working during practice tests—he caught all but one of his usual mistakes this time.

Meanwhile, a Year 7 student who used to guess at algebra questions is starting to pause and ask clarifying questions before answering, showing new initiative.

In primary sessions, Jay has gone from relying on prompts for times tables to confidently filling out entire rows on his own and self-correcting when answers don't match expectations.