Year 6 student Kagan focused on area calculations for compound shapes and tackled problems involving triangles, trapezoids, and circles using worksheets.

In Year 11, Tom worked through financial mathematics with annuities and compound interest, as well as concepts in network theory.

Meanwhile, Year 12 student Bonnie practised balancing redox reactions in Chemistry—identifying oxidised/reduced species—and explored logarithmic functions in Maths using worked examples.

A Year 12 student faced a computer crash during a major assignment, losing significant work and highlighting the importance of regular saving and organized digital backups—this led to extra stress right before a deadline.

In Year 10 Chemistry, an experiment's design needed restructuring; "he needs to put the pieces together to develop the final strategy for the assignment," noted one tutor.

At the primary level, a Year 4 student repeatedly left homework incomplete and struggled with organizing working in maths tasks. These patterns resulted in last-minute confusion or gaps in understanding during lessons, leaving some students feeling overwhelmed by basic requirements.

A tutor in Mount Rascal recently noticed some strong progress across different ages. One Year 12 student, after initially struggling with induction examples in Maths Methods, now systematically lays out responses and even modified his answers when data didn't match expectations—a real shift from relying on "expected" outcomes.

Meanwhile, a Year 10 student who used to miss key steps is now working through integration questions methodically and can recognise where feedback should be applied in his responses.

On the primary side, one younger learner—who often lost focus early on—is now completing her homework independently and practising times tables at home without reminders.