Year 5 student Emily practised converting between kilometres, metres, centimetres, and millimetres, as well as tackling some basic maths skills using real-world examples.

In Year 11, James focused on methods topics like differentiation and applications of derivatives, working through gradients and the use of calculus in practical contexts.

Meanwhile, Year 12 student Sarah worked through specialist mathematics concepts such as integration and parametric equations, alongside physics lessons covering momentum and projectile motion with step-by-step problem-solving.

In Year 11 Methods, a student showed understanding of complex numbers but tended to get stuck finishing answers—"he knows the principles and formulas, just needs to map them out together." This left gaps in solutions when questions became multi-step.

For a Year 8 student beginning Energy, initial confidence faded with unfamiliar content; practicing independently was avoided and textbook tasks were left incomplete.

In senior Physics, another student only attempted easier force vector problems and skipped textbook extension questions, limiting exposure to new scenarios.

Missed opportunities for targeted revision meant misconceptions lingered into later chapters.

One Beveridge tutoring session saw a Year 8 student who previously hesitated with new maths concepts start asking clarifying questions on her own and comfortably work through examples after some initial uncertainty.

A Year 11 student, who often relied on hints, managed to complete challenging momentum problems independently in preparation for an upcoming test, showing clear growth in problem-solving initiative.

Meanwhile, a Year 12 student who used to avoid exam-style integration questions successfully tackled implicit differentiation problems from the actual exam paper and got them correct without prompting.