Year 8 student Tom worked on factorising and simplifying algebraic expressions, as well as exploring wages and financial liability in real-life contexts.

For Year 10, Emma focused on solving quadratic equations using both factorisation and the quadratic formula, alongside crafting an engaging introduction for a short story assessment.

Meanwhile, Year 11 student Josh tackled negative indices and simplifying surds and indices, then practised converting large or small numbers into scientific notation for Chemistry applications.

In Year 4 maths, one student often guessed answers under time pressure instead of writing out working, especially with negative numbers—"she tends to guess the answer when there's a time limit," noted a tutor. This made it harder to identify calculation errors.

In Year 9 English, another student struggled to organise ideas for essays and skipped planning steps; without an outline, his arguments lacked clarity and structure.

A Year 11 student in Chemistry sometimes avoided writing balanced equations on paper, making it difficult for both him and the teacher to track progress or spot mistakes. As a result, feedback could not be fully actioned before assessments.

One Ashtonfield tutor noticed that a Year 10 student, previously hesitant to participate, now confidently leads class discussions by explaining her approach step-by-step while tackling challenging probability questions.

A recent high school session saw Rylan, who used to skip over complex trigonometric identities, independently apply multiple identities in succession and clearly write out his working—something he struggled with before.

Meanwhile, Annie in Year 11 took the initiative to design and conduct her own survey for a research project, gathering over 100 responses within days and presenting her findings neatly with proper captions and formatting.