Year 12 student Alex worked through derivatives from first principles and applied the derivative formula using examples from the Cambridge Maths Methods textbook.

For Year 11, Mia focused on applications of polynomial functions, tackling real-world contexts with polynomials and practicing solving cubic inequalities.

Meanwhile, Year 9 student Sam reviewed income and taxation calculations as well as simple interest problems, breaking down steps for each using practical scenarios.

A Year 11 student relied heavily on the CAS for solving tangents and simultaneous equations, but when asked to work by hand, accuracy dropped—"needs to be less reliant on calculator."

In Year 10 algebra sessions, skipping structured working made it hard to spot sign errors during factorising quadratics.

For a Year 8 application problem, confusion arose in multi-step conversions between hours and seconds; unclear layout slowed progress.

Another student in Year 7 occasionally avoided showing full steps when dividing mixed fractions, leading to repeated arithmetic slips.

Each instance meant extra time spent fixing avoidable mistakes rather than building new understanding.

A tutor in Kerrie noticed a big shift with one Year 10 student who, after weeks of hesitating to ask questions, started pausing the lesson to clarify steps when working through simultaneous equations—something she'd always rushed past before.

In a recent high school session, a Year 12 student who previously mixed up tangents and normals could explain their difference and identify stationary points on graphs independently by the end of the hour.

Meanwhile, a Year 4 learner surprised her tutor by correctly converting between seconds, minutes, and hours without needing any reminders—a first for her this term.