Year 6 student Maya worked through index laws and surds, focusing on simplifying expressions and applying the rules to different examples.

In Year 11, Daniel practiced anti-differentiation by solving textbook problems involving basic terms and brackets, then used coordinates to find specific equations.

For Year 12, Olivia revised calculus concepts like differentiating using the chain rule and quotient rule, tackling past exam questions about finding equations of tangents and working through application-based problems with gradients and stationary points.

In Year 8, one student struggled to bring required materials—"Needs to remember her calculator"—which led to wasted time during lessons.

In Year 10, a tutor noted "Dean seems a bit slow with note-taking," so less content was covered and his notes were harder to use for revision.

A senior student in Methods doubted herself during complex questions: she "often knew precisely what to do, but second-guessed herself," which slowed her progress on trigonometry applications.

Another VCE student relied on memory rather than calculators for Pythagoras, making avoidable errors that undermined confidence when tackling harder problems.

One Connewarre tutor recently noticed a big shift in a Year 11 student who used to hesitate with trigonometric identities; she now recalls exact values for sin and cos without prompting and confidently explains her process for finding tan, showing real mastery where she once paused or guessed.

Another high schooler, previously unsure about applying differentiation rules, has begun independently using the quotient rule and now reaches for the calculator to check her work—something she avoided before.

Meanwhile, a younger student who'd struggled to keep up with fractions surprised her tutor by tackling addition and multiplication of improper fractions on her own, finishing all ten problems without any errors.