Year 4 student Anna focused on quick recall of 2, 5, and 10 times tables and worked through place value problems involving numbers up to six digits.

Year 8 student Liam tackled index laws and solved simultaneous equations using both substitution and elimination methods.

Meanwhile, Year 9 student Chloe practiced factorisation techniques including difference of two squares and trinomials, alongside reviewing rules for expanding algebraic expressions.

A Year 8 student hesitated to begin assignments, often freezing at the start of a task; as one tutor observed, "she struggled starting problems and needs help figuring out how to start an assignment."

In Year 10 algebra lessons, skipping written working—especially with quadratic expansions—hid small sign errors that weren't caught until checking solutions together.

Meanwhile, a Year 4 learner's workbook showed calculations scattered across the page, making it hard to track thinking or spot missteps when reviewing long multiplication.

Moments like these led to extra time spent re-explaining questions instead of progressing into new concepts.

One Willunga Hill tutor recently noticed a Year 10 student who used to rely heavily on prompts now tackling simultaneous equations independently, even identifying her own mistakes and correcting them without assistance.

In a different session, a high schooler who previously hesitated to ask for help during practice tests managed to complete an entire test accurately and within time limits, only needing clarification once or twice—showing real initiative.

Meanwhile, a younger student who struggled with rounding at the start of term improved from 0% on her pre-assessment to scoring 75% in her latest test after practicing new strategies together.