Year 5 student Savannah worked on rounding numbers to estimate answers and practiced converting between different units of measurement through worded problems.

In Year 8, Ethan tackled solving basic algebraic equations by rearranging variables and translated data from tables into rules for graphing relationships.

For Year 11, Sarah focused on chemistry topics including types of chemical equations and explored optimization problems in higher mathematics.

In Year 11 Chemistry, one student often guessed which equations to use in assignments rather than breaking down the requirements; as noted, "she is relying on guessing equations to see if it works in her favour." This led to time wasted and confusion when tackling complex problems.

In Year 8 Mathematics, another student rarely wrote out their working for conversions and tended to leap into answers without pausing to check what the question required.

Meanwhile, a Year 3 learner frequently left homework until the last minute and avoided difficult subtraction questions if an immediate solution wasn't clear—confidence slipped quickly when faced with challenge.

One Bray Park tutor recently noticed a Year 11 student who was hesitant about chemistry assignments now independently planning her work and calculating velocity—something she'd struggled with before.

In Year 10, another student started double-checking his maths solutions without prompting, catching most of his own errors after previously skipping this step.

Meanwhile, a Year 4 student who used to guess at word problems has begun breaking down the questions herself and explaining her reasoning out loud, making problem-solving much smoother.

Last session, she completed every graph question on her own and even asked for more.