Year 10 student Alexander worked through trigonometry applications, focusing on finding unknown sides and angles in triangles and tackling angle of elevation, depression, and bearings using textbook exercises.

Year 11 student Gavin reviewed solving linear equations and quadratic functions, then moved to graphing logarithmic and exponential functions with a focus on how transformations affect graphs.

Meanwhile, Year 12 student Mehar revised arithmetic sequences—using formulas to find the nth term—and practised problems involving financial percentages and simple interest calculations.

In Year 11 Maths Methods, a student struggled with applying matrix transformations and often did not attempt alternative solution paths when questions included hints—"He didn't try different ways to find answers even when clues were given." This led to missed opportunities on exam-style problems.

In Year 8, one student had difficulty keeping their own summary notes, relying solely on teacher handouts instead of building independent revision resources; this left them confused during measurement topics.

Another, in Year 5, repeatedly left homework incomplete and came unprepared for lessons—resulting in lost time reviewing basic fraction concepts instead of advancing.

One Darnum tutor noticed a significant shift in a Year 10 student's approach to trigonometry—after struggling with bearings and setting up equations, she now independently labels triangle sides and confidently uses both scientific and CAS calculators.

In senior maths, Gavin (Year 12) recently started recognising patterns when integrating polynomials, something he'd previously found overwhelming; this new ability let him solve definite integrals without prompts.

Meanwhile, in a Year 6 session, Omita moved from passively accepting answers to actively justifying his reasoning for area problems—he now explains each step out loud instead of guessing quietly.