Year 6 student William practised converting between improper and proper fractions and worked on adding and subtracting fractions through targeted word problems.

In Year 11, Mia focused on solving exponential equations and modelling real-world situations using logarithmic scales, including pH and Richter scale questions.

Meanwhile, Year 12 student James refined his understanding of Kepler's Laws by tackling complex orbital calculations and also solved challenging incline plane and pulley physics problems.

A Year 11 student working on algebra and logs relied heavily on the calculator's "SolveN(" function, as noted: "Can't always rely on the calculator to solve it for you." This made it harder to check algebraic steps and spot errors.

Meanwhile, a Year 9 student forgot to show squared terms when applying Pythagoras' theorem, which led to mistakes before taking square roots.

For a Year 5 student, difficulties with times tables meant basic addition was often done mentally but not written out, so explanations were unclear. In these moments, answers looked right—until small gaps derailed the whole solution.

One Holland Park tutor noticed Colin, a Year 12 student, is now tackling complex calculus questions with much less prompting—he recently solved exponential power functions independently after struggling to recall which formulas to use in earlier sessions.

In a physics lesson, another high schooler not only completed her worksheet without assistance but also corrected her own mistakes when prompted—a big change from previously waiting for help.

Meanwhile, Liz in Year 7 came prepared with topic sentences already drafted for her English assignment, showing new initiative and organisation that wasn't there before.