Year 12 student Anna focused on complex numbers, learning how to represent them on the complex plane and convert between polar and Cartesian forms.

Year 10 student Lucas worked through index laws and their application in simplifying algebraic expressions, as well as tackling probability questions using tree diagrams for multi-step events.

Meanwhile, Year 7 student Ava reviewed volume calculations for prisms and cylinders and revisited binomial factorisation techniques with practice problems.

A Year 9 student's tendency to keep working out "in his head" led to missed steps in algebra—he skipped showing steps, which hid sign errors, noted one tutor.

In Year 11 Chemistry, incomplete summary sheets and missing detail ("not enough relevant information put in them") made it harder to connect background research with assessment tasks.

Meanwhile, a Year 5 student's messy long division layout caused her to lose track mid-calculation; she often guessed when under time pressure instead of writing out her thinking.

These habits meant extra confusion during review and missed opportunities for feedback or error correction.

One Ellalong tutor noticed that a Year 11 student who used to skip over tricky probability questions now pauses to carefully draw out tree diagrams, even double-checking his steps before moving on.

In another session, a high schooler tackling essay writing began bringing in her own analysis and selecting relevant quotes for The Great Gatsby, rather than waiting for suggestions—she's clearly taking more ownership of her work.

Meanwhile, a primary student who once rushed through maths is now talking aloud through each step when rounding whole numbers, making fewer mistakes and finishing with her answers fully checked.