Year 6 Chloe worked on converting between fractions, decimals, and percentages as well as tackling real-life money problems involving mark-ups and simple interest.

For Year 10 Erika, the lesson focused on calculating dividend yields in financial maths before moving into biology topics like autosomal and sex-linked inheritance, where she practiced drawing Punnett squares and interpreting pedigrees.

Meanwhile, Year 11 Jackson revised bearings and trigonometry problems—applying angle rules—and then practised questions on bivariate data analysis using calculators to find correlation coefficients.

A Year 8 student repeatedly avoided writing out algebraic steps, especially when isolating variables—"He estimated the answer for x rather than showing the process," noted one tutor. This led to confusion between knowns and unknowns in equations.

Meanwhile, a Year 11 student did not complete assigned homework on financial maths and bivariate data, partly due to unclear study routines and competing assessment deadlines. As a result, gaps in core content persisted and test preparation was less effective; missed practice also left him struggling with time management during multiple choice sections of trial exams, leading to rushed decisions under pressure.

A Broadmeadow tutor recently noticed Jackson, a senior high school student, making real strides in exam preparation—he now starts complex questions on his own and has reduced his reliance on formula sheets by recalling key methods from memory, something he struggled with earlier.

Erika, another high schooler, has become much more proactive about clarifying her understanding during sessions; she's begun using new techniques like underlining question verbs to avoid missing important details and can now answer previously challenging biology questions independently.

Meanwhile, Chloe in Year 8 tackled her science assessment without help and re-drew her graphs neatly after initially struggling with presentation.