Year 12 student Josh worked through HSC physics exam questions focused on electromagnetism and the photoelectric effect, with extra practice on mass defect calculations.

In Year 11, Priya tackled circular functions by sketching graphs, finding x-intercepts, and using unit circle values for exact results.

Meanwhile, Year 9 student Alex addressed exponential growth and decay problems along with probability applications involving combinations and permutations.

In Year 11 Physics, a student's long-answer responses often lacked clarity and technical terms—need to slowly incorporate more technical terms in physics long answers and be more succinct, as one tutor observed. This resulted in answers that were harder to mark and sometimes missed key points.

Meanwhile, in Year 12 Mathematics, over-reliance on the CAS calculator for routine algebra ("try to avoid over-reliance on CAS") meant foundational steps weren't always written out or understood, leading to small but costly algebraic mistakes during exams.

In both subjects, skipping explicit working made it difficult to identify where errors crept in under time pressure.

One Artarmon tutor noted a Year 11 student who, after previously losing marks for incomplete explanations in physics tests, now writes much more structured and coherent answers—recently scoring higher by clearly linking calculations to concepts.

A Year 10 student who once hesitated to tackle graph sketching questions now confidently completes derivative-based problems and even volunteers to try extra examples during sessions.

Meanwhile, a younger student made a noticeable shift: rather than just following along, she set up her own diagrams when working through force identification tasks, showing real independence as she finished all required examples without prompting.