Year 5 student Luke practiced long division with one and two decimals and tackled word problems, using trial and error for multiple-choice questions as well as working through simultaneous equations.

In Year 9, Emma focused on solving quadratic equations using the quadratic formula and plotted cubic functions alongside work on linear functions.

Meanwhile, Year 10 student Jake reviewed graphing of linear equations—finding the equation of a line from a graph—and explored if two linear lines are parallel by comparing their gradients.

In Year 10, one student's layout issues made probability tree diagrams hard to follow—"layout still needs working as this sometimes compromises his communication of ideas."

A Year 9 student repeatedly left assignment materials at school, which meant sections were missing during review.

In Year 11, a student's tendency not to re-read answers led to overlooked errors in algebraic working.

For a Year 8 student, forgetting to record notes after each lesson resulted in gaps when revising key concepts for assessment week.

These moments left important details unrevised or feedback unaddressed.

A tutor in Willowbank recently noticed some great shifts in students' learning habits and independence. Now prepares questions before sessions and completes homework on her own without reminders—a big change for one previously hesitant Year 9 student.

In Year 11, Emily has started double-checking her work during assessments—something she avoided last term—which helped her spot and fix mistakes in a recent assignment draft.

Meanwhile, a Year 6 student has begun thinking out loud when working through tricky graphing problems rather than quietly guessing, showing much more willingness to tackle challenges head-on.