Year 11 student Ryan focused on the introduction to complex numbers, working through operations like addition, subtraction, and converting between polar and Cartesian forms.

In Year 10, Alice practiced solving equations—including fractions—and moved into simultaneous equations and inequalities using step-by-step worked examples.

Meanwhile, Year 8 student Mia explored index laws with a recap session and started volume calculations for prisms and cylinders, using diagrams to visualise three-dimensional shapes.

Written work presentation was a recurring issue in both primary and high school. For example, a Year 10 student's algebra solutions were hard to follow—"his written solutions need a little work"—which meant errors went unnoticed and explanations lacked clarity.

In Year 6, one student often guessed answers when under time pressure instead of showing working, especially with negative numbers or rounding tasks.

A senior student preparing for English essays skipped creating structured plans before writing, making arguments less coherent and harder to revise efficiently.

When working on science reports in Year 11, insufficient detail and missing diagrams led to incomplete submissions that required extra revision sessions.

A tutor in Abernethy noticed a big shift with one Year 11 student who, after previously relying on step-by-step prompts for calculus, is now independently tackling linearisation problems and even explaining why certain rules apply—something he found daunting just weeks ago.

Meanwhile, a Year 8 student who used to quietly guess at probability questions has started speaking her reasoning out loud, constructing accurate two-way tables without hesitation.

At the primary level, one Year 5 student who struggled with large number addition now confidently explains each step before solving them solo; she finished her latest set of problems without any outside help.