Year 8 student Molly focused on proportional relationships in mathematics, particularly converting between km/hr and m/s using constants of proportionality, and also checked her understanding of science topics like magnetism and the structure of atoms.

In Year 10, Olivia revised for an assessment by working through complex questions involving surface area, volume, and probability, then practiced harder algebra problems with equations involving fractions.

Meanwhile, Year 11 student Grace covered compound interest calculations in financial maths and reviewed syllabus content including tax and wages as applied to real-world contexts.

In Year 9 algebra, she needs to write down every step of working out to limit mistakes, as one tutor observed; skipping this made it hard to spot sign errors or revise past questions.

In Year 11 trigonometry, incomplete annotation and unclear layout meant she sometimes referred back to the wrong numbers or equations mid-problem, slowing her progress.

A recurring pattern across multiple years: hesitation in making attempts on unfamiliar problems led to lost time during exams, especially under stress.

After missing school due to illness, gaps in fundamental skills resurfaced during revision, leaving her uncertain even with calculator-supported work.

One Mount Warrigal tutoring session saw a Year 11 student who previously struggled with solving equations involving fractions now working through them much more confidently and with far fewer errors.

Another high schooler, after weeks of hesitating to ask questions, has begun pinpointing where she's unsure in class and bringing those topics directly to her tutor—something she never did before.

In a Year 5 session, a student who used to skip steps in maths problems is now setting out her working neatly and double-checking answers without prompting.