Year 12 student Libby explored differentiation and tangents to equations, as well as sketching polynomials and cubic functions while applying these skills to her PSMT assignment.

In Year 11, Jack focused on calculus concepts including derivatives and finding tangents at a point, directly linking his work to a current maths assessment task.

For Year 8, Mia worked through congruent shapes and triangles using diagrams, briefly reviewed area of circles, then moved onto mastering indices.

A Year 10 student working on calculus made "a few small mistakes when differentiating," particularly with negatives, which slowed progress in finding gradients.

In Year 7, one learner struggled to distinguish between area and circumference formulas for circles—forgetting these led to confusion during exercises.

For a Year 4 student, messy handwriting and reversed numbers ("writes them backwards like mirror imaged") meant extra time was spent clarifying answers instead of practicing new skills.

A senior student in English was hesitant to write assignment plans until note-taking strategies were introduced: "She wasn't sure what first to focus on to put a task together."

A tutor in Bongaree recently noticed a Year 11 student who was initially stumped by indices, but after some targeted practice, managed to work through problems independently and with much less hesitation than before.

In another session, a high schooler remembered the product, quotient, and chain rule from previous lessons and confidently solved trigonometric equations—something that had been tricky in the past.

Meanwhile, a younger primary student who started out very shy began speaking up more during sessions; now she isn't afraid to admit when she's unsure about a problem and volunteers her answers aloud without prompting.