Year 5 student Eve worked on converting decimals to fractions and division with double- and triple-digit numbers.

In Year 8, Layla focused on calculating simple interest and solving problems involving profit and loss, often using real-world scenarios.

For Year 10, Will revised applying the Pythagoras theorem to find unknown side lengths in triangles and practiced key trigonometry basics for exam preparation.

A Year 8 student did not complete several assigned homework tasks on algebra and graphing, which meant that key practice opportunities were missed—one note observed, "Sophia could not finish her assigned Homework again."

In Year 11, a formatting issue in a maths assignment made it harder for Layla to interpret what was required; she had to clarify expectations with her teacher instead of progressing independently.

Another senior student lost their previous homework sheet and spent the session redoing old work rather than building new skills.

In each case, organization or incomplete revision led directly to slower progress and uncertainty during lessons.

A Barron Gorge tutor noticed a real shift with Layla in Year 11: after weeks of needing step-by-step guidance, she recently started tackling complex assignment questions on her own and made teacher-recommended changes without prompting.

In another session, Eve (Year 10) moved from getting stuck on basic trigonometry to confidently solving more challenging problems and asking about her mistakes, rather than waiting for hints.

Meanwhile, Sophia in Year 6—who used to hesitate with division—now solves most percentage and ratio questions independently and even brought completed homework to discuss where she got stuck.