Year 8 student Ella reviewed the language of probability and worked through multi-step probability scenarios using tree diagrams.

In Year 10, James practiced solving quadratic equations by both factorising and applying the quadratic formula, and also focused on expanding and simplifying expressions involving indices with fractional powers.

Meanwhile, Year 11 student Maya explored calculus concepts including the product and quotient rules for differentiation, tackling problems step-by-step with explicit working shown throughout.

A Year 10 student's written maths solutions were often difficult to follow, as noted: "His written solutions need a little work," making it harder for teachers to understand his process.

In Year 8 English, the tendency to avoid writing thoughts on paper led to missed opportunities for feedback and improvement—"he needs to write out his thoughts."

For a Year 6 student, distraction after an hour resulted in unfinished calculations, particularly with negative numbers.

Meanwhile, a senior student preparing for assessments struggled to organise essay plans and source evidence efficiently, which slowed progress when drafting under time pressure.

One Bellbird tutor noticed a big shift in a Year 10 student who, after weeks of hesitating to share her thinking, now explains each step out loud while solving tricky algebraic equations—making far fewer mistakes than before.

Another high schooler recently tackled Year 11 calculus topics for the first time; he quickly picked up how to use linearisation and could solve tangent problems without prompting, even though this content was completely new.

Meanwhile, a primary student who used to guess at multiplication facts is now pausing to work them out logically and talks through her process before giving an answer.