Year 8 student Cailyn worked on operations with fractions—including addition, subtraction, and division—then applied these to algebraic expressions using pronumerals and indices.

In Year 10, Daniel practised solving problems involving Pythagoras' theorem in both algebraic form and worded contexts, and reviewed tax calculations like stamp duty alongside fuel consumption formulas.

Nicholas, in Year 11, focused on non-right angled trigonometry (using the sine rule), critical path analysis for network concepts, and revisited key skills from past HSC papers to strengthen his understanding.

A Year 8 student was reluctant to use a calculator even when stuck on fraction questions, which slowed progress and made reciprocal operations harder to visualise.

In Year 10, a learner relied on memory for area formulas but struggled with unit conversions, especially when converting between non-adjacent units, leading to repeated confusion with calculator formatting.

One Year 12 student did not show working or final statements after calculator use in algebra, so correct answers could not be checked—he does not possess the best capacity to relay such information onto paper.

Across several primary grades, forgetting times tables and formulae caused delays during more complex multiplication and division.

One Kanahooka tutor noticed Daniel, a Year 11 student, now double-checks his tax instalment maths by redoing problems—last term he rushed and made mistakes but is showing a much more thorough approach.

In English, Nicholas from Year 12 has shifted from vague essay plans to actively filtering out weaker characters when planning responses, leading to stronger analysis.

Meanwhile, Cailyn in Year 7 used to hesitate with indices and algebraic substitution; this week she independently recalled the right steps for expanding brackets and applied them without prompting during revision.