Year 9 Daniel focused on multiplying multi-digit numbers and practiced order of operations using BODMAS, along with reviewing place value and rounding for accuracy.

Year 10 Vien worked on essay planning and developing main arguments for a practice English SAC, then revised sentence rewording to be more concise.

Meanwhile, Year 11 Isaac tackled factorising algebraic expressions—including difference of perfect squares—and reviewed linear relations by working through test questions aligned with his upcoming assessment.

A Year 7 student often avoided unfamiliar maths problems and focused on easier, well-known topics during revision; as noted, "sometimes tries to avoid harder tasks and prioritises known topics." This habit meant less exposure to the types of multi-step questions found in tests, leading to slower progress with complex concepts.

Meanwhile, a Year 10 student struggled under test conditions to recall which techniques matched each question type—regular practice at home was missed, so methods faded between lessons.

In English (Year 11), rushing planning resulted in essays that lacked structure or depth, making it difficult for teachers to locate key points within responses.

One Upwey tutor noticed a Year 8 student who used to hesitate when faced with multi-digit multiplication now tackling these problems independently and asking for extra questions at the end of each session.

A high schooler working on essay writing initially struggled to proofread, but last week confidently identified errors in her own paragraph and explained how her revision made it clearer than before.

Another senior student has started completing almost every homework question before their tutoring session—something they'd avoided in the past—and recently shared detailed reflections on what they wrote in their SAC without needing prompts.