Year 7 student Emma worked on expanding her understanding of algebra by factorising and solving quadratic equations, as well as simplifying algebraic fractions.

Year 10 student Noah focused on calculus concepts including the product and quotient rules, and explored how limits are used in differentiation.

Meanwhile, Year 11 student Olivia tackled complex numbers by practicing arithmetic operations, using polar and Cartesian forms, and applying properties like the modulus and conjugate.

Messy written work has made solutions hard to follow in both Year 9 and Year 11 maths, as one tutor observed: "He needs to clarify his working out so that it is easier to understand for the marker." This led to lost marks in algebraic manipulation and when simplifying fractions.

In a recent Year 7 session, distraction set in after an hour, causing missed steps during long division—guesses replaced proper calculations under time pressure.

For senior English, failing to plan essays or record key quotes meant ideas were forgotten mid-task; "writing out his process" was recommended but not always followed, resulting in incomplete answers.

One Greta Main tutor noticed that a Year 10 student, after initially hesitating to check assessment notifications, now independently reviews revision points and gathers supporting statistics for his exam prep.

In a recent high school session, a Year 11 student who previously relied on trial-and-error when solving algebraic equations began identifying the correct method up front and completed problems with little assistance.

Meanwhile, in primary lessons, one student who used to rush through large number calculations now talks through each step aloud before answering, showing much greater care and self-correction than before.