Year 7 student Jack worked through fractions and percentages, using visual models to build confidence with calculations.

For Year 10, Emily focused on all types of quadratic equations, including factorising, completing the square, and graphing quadratics from word problems.

Meanwhile, Year 11 student Sarah concentrated on exam revision by tackling practice questions involving linear functions and inequalities as well as a variety of trigonometry problems, especially those featuring bearings.

In Year 10 trigonometry, a tutor noted "he needs to learn how to apply the methods taught, not just use them," highlighting a reliance on formulas without connecting concepts—this left him uncertain in non-standard problems.

In Year 11, one student struggled with test planning: "James should also learn to only spend a mark a minute on questions in order to not spend too much time on one solution," leading to unfinished sections despite knowing the material.

Meanwhile, in Year 7 algebra, incomplete written working and missing steps meant errors went unnoticed until revision, which delayed improvement and created frustration during practice sessions.

In Mount Claremont, a high school student who used to get stuck on quadratic equations is now confidently converting them to turning point form and tackling tougher textbook problems without hesitation.

Another older student, who previously struggled with showing his working out, has started writing out each step clearly instead of trying to solve everything mentally—a change that's made a real difference in his test results.

Meanwhile, a Year 5 student who once guessed at fraction questions now asks for help when unsure, leading her to correctly add and subtract fractions on her own this week.