Year 11 student Olivia worked on coordinate geometry, focusing on finding equations of lines and using diagrams to visualise points.

For Year 12, Alex covered polynomial functions—expanding and factoring expressions—and practiced graphing polynomials by hand.

Meanwhile, Year 10 student Sophie reviewed probability concepts through multi-step problems and tackled equilibrium in chemistry, applying calculations to real-life scenarios.

A Year 8 student often left columns misaligned in written calculations, leading to errors in addition and subtraction—"numbers were not properly lined up," noted a tutor after one maths session.

In Year 9, reluctance to write out working for long division meant the student became overwhelmed with multi-step questions and lost motivation mid-task.

A Year 11 HSC candidate showed hesitancy tackling harder algebra when lacking confidence, preferring easier revision topics rather than attempting more challenging problems under exam conditions.

For one senior physics student, messy answer formatting made it difficult to check work or revise effectively later on.

One Matcham tutor noticed that a Year 10 student, Olivia, has started independently applying area formulas to complex shapes—she now writes out the formula with substituted values for each question instead of waiting for prompts.

In a recent session, Lilly (Year 7) showed a big shift by asking her tutor not to help so she could solve fraction and percentage problems on her own, having previously needed step-by-step support.

Meanwhile, Mohit (Year 12) is moving through new chemistry concepts at a faster pace than before and now asks clarifying questions whenever unsure rather than staying silent.