Year 4 student Aryan focused on addition and subtraction using number lines and mental strategies, along with early work on multiplication.

For Year 9, Ethan revised solving quadratic equations by graphing parabolas and explored transformations like dilation and translation of quadratics.

Meanwhile, Year 10 student Olivia prepared for an exam on surface area and volume of prisms, working through example problems and reviewing key formulas to strengthen understanding.

A Year 8 student kept trying to use unrelated formulas to solve equations, especially in worded maths problems, leading to confusion when the task required selecting the right method.

In Year 10 algebra, one learner consistently mixed up positives and negatives; their working was sometimes skipped or unclear, which made it harder to catch small errors during lessons.

For a senior student revising trigonometry, memorisation strategies were avoided—they tried recalling each equation separately instead of focusing on underlying patterns. This slowed down problem-solving and meant more time spent re-learning rather than consolidating new concepts.

A tutor in Phillip noticed a Year 11 student who'd previously mixed up quadratic methods now independently solved monic equations and even found axes of symmetry without prompts.

Meanwhile, a Year 9 student who was initially confused by graph translations managed to explain the shift process back to the tutor after one clear example, showing real ownership of the idea.

In a recent primary session, a Year 5 girl—who last week hesitated to tackle negative numbers—quickly applied them unassisted during practice problems and checked her own work for errors before moving on.