Year 6 student Mehar worked on measuring and classifying angles using a protractor, as well as adding and simplifying fractions in calculations.

In Year 11, Gavin focused on solving linear equations and quadratic functions—including domain and range questions—alongside applying kinematics from physics to real problems.

Meanwhile, Alexander (Year 12) prepared for his physics exam by revising kinematics, constant acceleration motion, forces on inclined planes, and energy transfer during collisions.

Several students across both primary and secondary levels faced challenges with process habits that affected their learning.

In Year 8, one student did not complete homework given last class and arrived disorganised, lacking personal notes on area formulas—relying solely on teacher handouts made it harder to revise independently.

A Year 11 student in Methods struggled to connect the meaning behind equations with when and how to use them; as noted, "he used the wrong numbers in formulas even though he knew what each term meant," leading to errors in energy transfer problems.

During a senior lesson, internet connection issues caused lost focus and disrupted momentum just as new anti-differentiation content was introduced, making it difficult for the student to consolidate key steps before moving forward.

One Nar Nar Goon North tutor noticed real progress with Gavin, a senior student who previously struggled to spot patterns in integration but recently recognised these while working through both definite and indefinite integrals.

In a recent session, Alex showed he could independently select the right equations for constant acceleration scenarios, having previously relied on hints from his tutor.

Meanwhile, Mehar (Year 7) had been hesitant to speak up when confused; last week, she began clearly explaining what she didn't understand during lessons—an important shift that helped her work out the difference between adding decimals and whole numbers on her own.