Year 11 student Ryan explored engineering exam content, focusing on bending moments in complex problems and applying a truss calculator for measurable design ideas, as well as reviewing physics circuit theory and nuclear physics.

Year 12 student (no name) worked through exponential probability distributions, including mean calculations using integrals, then moved onto functions and polynomial long division from Year 11 mathematics.

For Year 6, Rebecca practised simplifying ratios and multiplying/dividing like terms by working through targeted homework questions.

In Year 12 Engineering, one student struggled to move beyond using school-provided resources, often hesitating to generate independent ideas or seek clarification from teachers about assignment expectations.

"He needs to ask more questions and not just rely on what's handed out," a tutor noted, which limited his ability to adapt exemplar tasks creatively.

Meanwhile, a Year 11 student's maths notes lacked structure—key working steps were skipped during equations, making it difficult to backtrack errors and absorb feedback.

This left confusion unresolved until revisited in later sessions, slowing overall progress through complex problem sets.

One Mons tutor noticed a Year 11 student who used to second-guess his problem-solving is now confidently asking clarifying questions about tricky matrix operations and studying independently outside class—he even rated his understanding two points higher than just weeks ago.

A Year 9 student, Rebecca, has started openly admitting when she's unsure of something in algebra rather than guessing, then working through frequency tables after just one example.

Meanwhile, a younger learner who previously hesitated to speak up now eagerly explains prepositional phrases aloud and completes math homework with far less prompting than before.