Year 9 student James worked through coordinate geometry—specifically linear equations and their graphs—using examples from his textbook, then moved onto calculating the surface area of prisms and cylinders.

Another Year 10 student, Emily, revised quadratic equations in Chapters 10A–10D and tackled bearings and angle problems using diagrams for visual support.

For Year 11, Sarah focused on chemistry by practicing stoichiometry calculations, while also revising algebraic factorisation techniques relevant to her upcoming assessments.

In Year 10 Maths, one student's tendency to rely on the iPad calculator—even when unnecessary—meant less practice with mental calculations; as noted, "the iPad is a distraction and shouldn't be in the room if not necessary."

In Year 8, messy written work and skipping working steps during algebra led to confusion when reviewing solutions.

A senior student preparing for OLNA avoided asking clarifying questions in class, resulting in uncertainty about how to present data for an assignment.

Meanwhile, a Year 4 student did not bring home the assessment sheet, leaving both tutor and student unsure of teacher expectations and next steps.

One Quinns Rocks tutor noticed a big shift with Ella in Year 10 English: after being hesitant to contribute ideas during her last assignment, she was much more willing to share opinions about the film they studied, even linking its message to broader themes.

In a senior maths session, Kyle showed clear improvement by answering measurement problems both faster and more accurately than when he started—especially tricky unit conversions mastered.

Meanwhile, in Year 3, Isabella surprised her tutor by picking up the 9-times tables quickly after already mastering others, finishing the set independently with no prompting needed.