Year 4 student Alyssa focused on comparing fractions and using protractors to measure and understand reflex angles, including strategies for tackling worded maths questions.

Year 8 student Elysia worked on mastering long division and BODMAS, making clear step-by-step notes to link these skills with her TAFE coursework, and also reviewed multiplication of larger numbers beyond the times tables.

For Year 9, Belinda practised converting improper fractions to mixed fractions as well as advanced multiplication and division in the context of worded problems.

A recurring obstacle for Elysia (TAFE/Year 11) has been inconsistent lesson attendance, leading to forgotten processes—after a month's gap, she needed a full hour just to regain confidence with converting fractions to decimals.

"With long breaks, she loses how to do the Maths process," one tutor observed.

For Alyssa (Year 7–8), worded questions and test review highlight the importance of careful written working; sometimes her layout gets messy or steps are skipped in the rush to answer, which can hide small errors that only emerge when backchecking.

These gaps meant valuable lesson time was spent on recovery rather than progression.

One Nain tutor noticed a big shift in Elysia, a high school student: after struggling with BODMAS and division, she now talks herself through each step out loud and uses highlighted notes as prompts, which has made her working much clearer and more accurate.

Alyssa, also in high school, used to make small mistakes rushing mental calculations but has started writing down every step for fractions and algebra; this new habit means she's catching errors before submitting work.

Meanwhile, Tegan (primary) recently doubled the amount of punctuation homework she was assigned—unprompted—and explained how reading her story aloud helped her spot missing full stops.