Year 8 student Yillen worked on Pythagoras' Theorem, including its use in real-life problems and applying it to both right-angled and isosceles triangles, as well as practicing graphing coordinates to create triangles.

Year 9 student Chloe focused on trigonometry with SOHCAHTOA for finding unknown side lengths and angles, alongside revision of speed, distance, and time equations in preparation for an upcoming test.

Meanwhile, Year 6 student Arielle tackled fractions—adding, subtracting, multiplying, and dividing with mixed denominators—and practiced converting units in measurement problems.

In Year 10 Maths, logging in late and frequent distractions during lessons meant that "almost 80% of answers had to be given just to keep him engaged."

This pattern also showed up when he forgot essential materials—one session, his calculator was missing, making it tough to complete Pi-related questions.

For a Year 7 English assignment, the student hesitated to begin writing, despite having ideas, because "he wanted more feedback before showing any draft," which slowed progress.

In one senior tutorial, losing track of time led to only two questions being attempted in an hour—leaving revision unfinished and confidence shaken.

One Gosford tutor noticed a big shift in a Year 10 student who, after weeks of hesitating to ask for help, finally spoke up about struggling with homework and even requested extra tasks for more challenge.

In another session, a high schooler tackled Pythagoras' Theorem for the first time—despite knowing almost nothing at the start, he finished class confidently explaining how it worked.

Meanwhile, a Year 4 student who used to rush through problems now carefully double-checks her working on area and perimeter questions before moving on. Last week she solved compound shape problems independently for the first time.