Year 8 student Lara worked through surface area and volume problems, then reviewed probability concepts by tackling questions from a recent test.

For Year 10, Ethan revised non-linear relationships by graphing quadratic and exponential functions, and later practised solving simple interest problems in financial maths.

Meanwhile, Year 12 student Laaibah focused on networks—learning definitions of paths and trails using diagrams—and began critical path analysis with activity tables and network diagrams.

In Year 12 Maths, a student struggled to show full working for multi-step HSC finance questions; as one tutor noted, "she skipped justifying answers with calculations," making it hard to identify where errors crept in.

In Year 9 algebra, working out was often messy and unlabelled, so even correct steps were difficult to follow—misplaced negatives and incorrect rounding occasionally slipped through.

Another senior student reviewing networks relied mainly on videos rather than attempting textbook practice or homework, which limited their ability to apply definitions and methods under exam conditions.

When homework wasn't completed, valuable class time was spent revisiting unfinished problems instead of moving forward.

A Knights Hill tutor recently saw a Year 11 student who used to rush through problem sets now pausing to show her full working when simplifying ratios, which marks a real shift from her earlier habit of skipping steps and making small errors.

In a high school session, another student who struggled with trigonometric equations last term confidently applied the sine rule to find building heights—she even drew out diagrams herself instead of waiting for guidance.

Meanwhile, a Year 7 student who often hesitated during tests managed all the area and volume questions quickly and accurately in class this week.