Year 5 student Kagan focused on calculating areas of compound shapes and solving area problems involving triangles and circles.

In Year 11, Tom reviewed integration techniques for Maths Methods using a worksheet of questions and practised finding the area under curves.

Meanwhile, Year 12 student Bonnie worked through balancing redox reactions in Chemistry and explored proof by induction in Specialist Maths, making use of examples to deepen understanding.

In Year 11 Chemistry, one student struggled to structure their first assignment and needed explicit guidance using the ISMG marking scheme; "has not done an assignment for this subject before, so needs some guidance in terms of the structure."

Meanwhile, a Year 10 student experienced confusion over which integration techniques to apply and sometimes made careless errors, especially under time pressure.

At the primary level (Year 4), there were repeated instances of incomplete homework and distraction during lessons—one note read: "did not do any homework assigned." In these moments, essential practice or feedback opportunities were lost.

One Darling Heights tutor recently saw a Year 12 student, Tom, revise his work independently and justify his conclusions with well-analysed data after adapting his maths assignment based on feedback. He not only recognised areas to improve but also took initiative in making those changes.

Another high school student, Kagan, has begun systematically tackling complex integration questions after previously needing more guidance. He now recognises where positive and negative areas apply without prompting.

Meanwhile, a younger student who used to get distracted during lessons is now finishing homework before sessions and speaks aloud when working through algebra problems—a big shift from staying silent when stuck.