Year 7 student Rhys worked on mastering surface area and volume of 3D shapes, with targeted revision on fractions using electronic flashcards for quick recall.

For Year 10, Amity tackled key trigonometry concepts and spent time reviewing a recent test that covered measurement, volume, area, and the Pythagoras theorem.

Meanwhile, Year 11 student Owen focused on physics assignments about waves and the double slit experiment, as well as formalising his understanding of radians in trigonometry.

In Year 9 Maths, a student was heavily dependent on having access to notes and solution formulas, leading to difficulty when faced with even simple algebra without prompts.

This over-reliance meant written working was often skipped, making errors harder to spot or fix.

In Year 10 Probability, the same tendency showed: key rules weren't recalled independently, and manipulating equations (like P(A) + P(not A) = 1) stalled due to weak algebraic habits.

Meanwhile, in Year 7 Science, not keeping a dedicated notebook resulted in frequent struggles recalling prior content—leaving basic chemistry reactions feeling vague and unfamiliar during lessons.

A tutor in Ainslie noted that a Year 10 student who had previously hesitated to ask for help is now openly sharing when he's stuck, which meant they could tackle tricky algebra questions together and fix old mistakes on the spot.

In a recent high school chemistry session, one student answered questions about chemical bonds independently after needing guidance in earlier lessons.

Meanwhile, a Year 5 student showed new initiative by breaking down multi-step shape problems without prompting—last month she waited for hints before starting. The lesson wrapped up with her adding up areas of irregular shapes all on her own.