Year 7 student Mehar reviewed long division and multiplication with a focus on decimal numbers, then explored area calculations for rectangles and the use of compass directions to understand angles.

In Year 8, James worked through probability in everyday contexts and practised finding the highest common factor (HCF) and lowest common multiple (LCM) between two integers.

Meanwhile, Year 9 student Sophie revised key measurement terminology for circles—such as circumference, radius, diameter—and was introduced to the number pi using diagrams.

A Year 8 student avoided unfamiliar tasks in maths, focusing on topics he already knew. This meant new concepts like scale and percentages were left until last, as the tutor noted, "He tries to avoid harder tasks and prioritises known topics."

In Year 11 English, a student's essay responses tended to latch onto one idea quickly instead of exploring broader perspectives—this limited depth and originality when tackling persuasive writing.

Meanwhile, a primary student did not attempt homework independently during the week, only completing assignments with guidance in lessons. Without regular solo practice or risk-taking in revision, skills plateaued quietly.

One Nangana tutoring session saw a Year 10 student, Vien, independently proofread and improve his own paragraph after discussing why the first draft was unclear—something he'd previously rushed through without checking.

In Year 8 maths, Maya finished her division speed round in just two minutes, down from over eight at the start of term; she even set herself a goal to complete it with zero mistakes next week.

Meanwhile, a younger primary student who used to freeze when facing tricky words now attempts to sound them out every time instead of defaulting to "I don't know."