Year 12 student Liam worked on advanced calculus, including applying derivative rules like chain and product rule to exponential and trigonometric functions, before moving into definite and indefinite integrals.

For Year 11 student Tessa, the focus was on statistics—interpreting data sets and reviewing practice test questions to solidify understanding.

Meanwhile, Year 8 student Alice built skills in graphing by plotting coordinates on the Cartesian plane and practiced using order of operations (BIDMAS) with a mix of whole numbers and decimals.

She did not complete her homework of doing her times tables, which slowed automatic recall during worded problems and arithmetic tasks.

He skipped showing steps in algebra, which hid sign errors, especially in multi-step manipulations.

Revision was limited to easier problems; attempts at higher-level calculus questions were sometimes avoided after setbacks. This led to gaps persisting just as new concepts like integration or normal distribution appeared on assessments.

One Barossa Goldfields tutor noted a big shift for Dom (Year 11): rather than waiting passively, he arrived with specific algebra questions and worked through them quickly once his concerns were addressed.

In a recent session, Jasmine (Year 9) showed new initiative by applying calculator techniques independently to solve unfamiliar measurement problems—previously, she'd needed step-by-step guidance.

For Claire in Year 4, the standout win was completing her weekly spelling quiz with full marks after practicing out loud; last term, she often hesitated to read or spell without prompting.