Year 7 student Greta worked on negative numbers and algebraic expansion, including simplifying like terms and applying these skills to solve equations.

In Year 10, Ethan focused on trigonometry concepts such as using SOH CAH TOA and applying the sine rule to find unknown side lengths in triangles, with extra attention to rearranging equations and calculator use.

For Year 11, Olivia revised quadratic equations through graphing, finding roots and focal points, as well as tackling worded problems involving completion of the square method.

A Year 9 student frequently relied on visual diagrams for fraction questions, even when problems became too complex to draw accurately—this habit made it harder to move into algebraic methods ("still quite reliant on visual representations for multiplication/division and fraction problems").

In Year 11, forgetting to double-check answers led to basic mistakes in simultaneous equations; a tutor noted, "tends not to double-check answers, which leads to basic mistakes being made which in turn lowers confidence."

Meanwhile, a Year 12 student showed hesitation applying induction proofs independently and sometimes misunderstood negated statements. In the moment, these obstacles slowed progress and left test feedback unaddressed.

A Napoleons tutor noticed a big shift in one Year 10 student who used to freeze up when forming equations; this week, he set up most of them with only a quick prompt and confidently applied the quadratic formula.

In another session, a senior student who had previously struggled with probability was able to work through intersection problems using tables, explaining her reasoning aloud without waiting for hints.

Meanwhile, during a primary lesson, a younger learner who would often miscount in array-based fraction exercises was able to group dots correctly and spot equivalent fractions by counting, finishing her last example with no mistakes.