Year 10 student Jack worked through solving quadratic equations by factorising and using the quadratic formula, and practiced adding and subtracting algebraic fractions.

In Year 11, Olivia focused on surface area calculations for prisms, cylinders, cones, and spheres—exploring where the formulas come from—and applied these skills to real problems.

Meanwhile, Year 12 student Ethan tackled trigonometric identities in maths and researched terminal velocity for his physics depth study.

A Year 4 student often guessed answers under time pressure in maths, leading to confusion with negative numbers and rounding tasks—"she tends to guess the answer when there's a time limit," noted one tutor.

In Year 8 English, a student hesitated to write down ideas or clarify working on paper, making it harder for markers (and himself) to track thought processes during essay writing and algebra.

For senior assessments (Years 10–12), incomplete homework and skipping written planning led to weaker arguments in essays or missing key steps in complex calculations.

As sessions wore on, lapses in organization left some students searching for materials or forgetting previously learned concepts.

One Berry Park tutor noticed Rylan has begun checking his own revision points and independently gathering statistics for his exam's research section—last term he needed reminders to do this.

In Year 11 maths, Shay moved from guessing at algebra problems to systematically solving them after just a few demonstrations.

For a younger student, Olivia has started explaining her steps out loud when tackling tricky fraction questions; she previously rushed ahead quietly and missed details.

In her last session, she chose to ask for clarification on Roman numerals rather than skipping over what she didn't know.