Year 12 student Jacob focused on using first principles to differentiate functions with square roots, and practiced identifying anti-derivatives by differentiating expressions for integration problems.

Year 11 student Olivia worked through finding unknown parameters in binomial distributions and revised discrete random variables, including event probabilities across independent Bernoulli trials.

Meanwhile, Year 10 student Ethan tackled algebraic manipulation of trigonometric expressions and equations, as well as examining the relationship between a function and its derivatives—paying special attention to both polynomials and rational functions.

A Year 12 student in Dawesley struggled with quickly translating multi-step derivations onto paper during test-like conditions—one tutor noted, "It's one thing to figure it out as you go. It's another thing to quickly smash a derivation out in a test setting."

A Year 10 student's layout of solutions was sometimes "convoluted and confusing," making it harder to track errors or present clear logic under pressure.

At the primary level, a Year 4 learner needed more confidence when tackling new fraction concepts; hesitancy led to second-guessing even on straightforward questions, slowing overall progress.

One Dawesley tutor noticed a Year 11 student who had previously hesitated with calculus now confidently using sign diagrams to identify intervals of increase and concavity, even sketching graphs without prompting.

In another session, a Year 10 student who used to guess through algebra questions has started breaking down complex problems independently and asking clarifying questions when stuck, showing real initiative.

Meanwhile, a Year 4 student who often waited for reassurance before answering is now tackling worded maths problems on her own, picking out key information and choosing operations correctly—last week she solved several multi-step questions unaided.