Year 8 student Greta worked on negative numbers and algebraic expansion, using number lines to reinforce addition and subtraction with negatives and practicing expanding brackets.

Year 10 student Lachlan focused on trigonometry by labelling sides of right-angled triangles, writing sin, cos, and tan ratios, and solving for unknowns using a calculator.

Meanwhile, Year 11 student Sarah tackled functions and inverse functions by reviewing notation and graphing examples to understand their relationships.

In Year 8 Maths, one student tended not to double-check answers, resulting in basic errors and a dip in confidence when working with fractions and visual models.

In Year 11 Methods, notes showed incomplete working when rearranging equations—he skipped showing steps in algebra, which hid sign errors—making it harder to spot where mistakes crept in.

A senior student avoided clarifying instructions during a test, leading to missed marks on worded problems she could have attempted if she'd asked for help.

Meanwhile, another secondary student's over-reliance on calculators meant less practice with mental arithmetic; this slowed progress in more complex surd simplifications.

A Navigators tutor recently noticed a Year 10 student who had previously mixed up the triangle sides now quickly identifies hypotenuse, opposite, and adjacent, confidently applying SOH CAH TOA to solve trigonometry questions.

In a senior session, another high schooler showed real independence by forming equations with minimal help and using the quadratic formula accurately after struggling to set them up alone before.

Meanwhile, a younger student made a clear leap in fraction work—after making errors with arrays early on, she began grouping dots correctly for problems like finding 2/3 of 12 and even recognised equivalent fractions by counting rather than guessing based on appearance.