Year 11 student Lucy focused on simultaneous equations and non-linear problem-solving, using past HSC exam questions for practice.

In Year 12, Sam worked through advanced organic chemistry topics, including IUPAC nomenclature and functional groups like haloalkanes and alcohols, while also revising earlier modules ahead of a test.

Meanwhile, Year 9 Tiffany completed an assessment to identify strengths and areas for improvement before starting revision on indices and key English literary techniques.

In Year 11, one student tackling Normal Distribution struggled when "trick" questions disrupted their usual approach—over-reliance on familiar methods left gaps in handling new twists.

In a Year 8 algebra session, skipping written steps made it hard to spot sign errors and cost marks; as noted, "she skipped showing steps in algebra, which hid sign errors."

A senior Chemistry student was hesitant to write notes or show full working during reaction equations, preferring mental calculations—this slowed feedback and meant repeated confusion over similar problems.

For a Year 9 trigonometry word problem, missed details from the question led to an incomplete solution.

A tutor in Barnsley recently noticed a Year 12 student who'd been hesitant about financial maths now confidently working through salary and wage problems step by step, even volunteering to explain her reasoning aloud.

Another high schooler, after weeks of confusion with algebraic expressions involving multiple coefficients, managed to independently expand brackets and solve for x without prompting—something she previously needed help on every time.

In a primary session, a student who used to wait passively for answers began breaking down bigger questions herself and asking follow-up questions until she fully understood.