Year 7 student Mehar focused on converting between decimals and fractions using place value understanding, and also practiced adding and subtracting fractions represented on a number line.

In Year 10, Gavin worked through solving linear equations and quadratic functions, as well as reviewing domain and range concepts.

Meanwhile, Year 11 student Alexander prepared for his physics exam by tackling kinematics problems involving constant acceleration and forces on inclined planes, with extra attention to energy transfer during collisions.

A Year 8 student often avoided writing their own notes, relying solely on teacher handouts; this made it harder to review formulas for area and perimeter later ("he does not have his own notes written down but follows teacher notes").

In Year 11 Maths Methods, one student's over-reliance on a CAS calculator when linearising data meant they missed patterns in variation statements.

A senior student in Physics struggled with organization—forgetting which concepts (like energy changes during collisions) needed revision before tackling new content.

Missed homework and incomplete revision tasks led to gaps resurfacing during class tests, especially with algebraic manipulation and transformations.

One Lardner tutor saw Gavin, a Year 12 student, move from confusion to confidently using the discriminant to solve quadratic inequalities and expanding polynomials without help.

In another session, Alex (Year 11) began actively choosing which equation fit each physics problem—he used to just guess or wait for hints but now explains his choices out loud.

Meanwhile, Omita in Year 5 surprised his tutor by not only calculating perimeters but also justifying every step in his reasoning when asked why his answers were correct—a big change from quietly following worked examples before.