Year 12 student Eliza worked through using first principles to differentiate functions involving square roots and rational indices, reinforcing understanding with targeted practice.

For Year 11, Marcus focused on solving trigonometric equations and explored kinematics by analysing velocity and acceleration to determine when an object's speed is maximised.

Meanwhile, Year 10 student Jess tackled exam revision on applications of integration, specifically interpreting statistics/integration questions and working with natural logarithm functions.

A Year 12 student tackling calculus struggled with quickly translating unfamiliar worded problems into algebraic expressions under exam pressure; as one tutor noted, "it's difficult to set up the system when you don't pause to identify what's actually being asked."

In Year 11, another found their written solutions for proofs and multi-step equations sometimes confusing, making it harder to track errors or revise efficiently.

Meanwhile, a Year 5 learner repeatedly needed reminders on fraction concepts—losing focus when immediate answers didn't come—leading to more time spent re-explaining basics instead of progressing.

A tutor in Brukunga noticed a Year 11 student who previously hesitated with integration problems now starting her exam revision early and independently rearranging integrals to match target forms—a clear shift from needing step-by-step guidance.

Another high school student, once unsure about graphical solutions, recently began using intersections of graphs to inform algebraic strategies, actively linking visual and symbolic approaches when tackling rational functions.

Meanwhile, a Year 4 learner who used to freeze on worded fraction questions now confidently breaks them down unaided and moves straight into solving—last session she handled mixed fractions without pausing for help.