Year 9 student Lara focused mainly on algebra, particularly simplifying and solving equations, using worked examples to build confidence.

For Year 10, Ryan tackled quadratic equations by factorising and applying the quadratic formula, then switched to English by planning an introduction for a short story.

Meanwhile, Year 6 student Jamie practised adding and subtracting fractions with diagrams and also worked on rounding and comparing whole numbers for better number sense.

In Year 9 Maths, one student often guessed answers under time pressure instead of writing out calculations, especially with negative numbers and rounding—"she tends to guess the answer when there's a time limit." This led to confusion and missed learning opportunities.

A Year 11 English student struggled to organize essay ideas, rarely planning before writing or checking for punctuation errors, which made responses less clear.

In senior Chemistry, another avoided noting down working steps and balanced equations, making it harder to identify mistakes later.

Messy or incomplete written work left several students unsure where they went wrong during revision.

A Duckenfield tutor recently saw a Year 11 student, Rylan, who used to need step-by-step guidance, now plan and conduct his Physics depth study independently—he even designed his own experiments and selected which trigonometric identities to use for tougher problems.

In Year 9, Shay moved from guessing at algebraic equations to confidently explaining each solving step without trial-and-error.

Meanwhile, Annie in Year 10 has shifted from basic research skills to running her own survey with over 100 participants and properly referencing sources in Chicago style for her assignment report.