Year 9 student Oliver worked on solving simultaneous linear and quadratic equations as well as exploring families of quadratic polynomial functions, including using substitution methods.

Year 10 student Mia revised trigonometric functions by graphing y = sin(x) and y = cos(x), and also tackled transformations such as translations and dilations on these graphs.

For a Year 11 student, recent lessons included applying the rules of combinations and factorials to probability questions, along with an introduction to advanced counting methods for problem-solving.

A Year 11 student repeatedly relied on the CAS calculator for algebraic manipulation, especially when rationalising denominators and applying index laws; as a tutor noted, "needs to be less reliant on calculator." This habit slowed down progress with more advanced problems where conceptual understanding was required.

Meanwhile, a Year 9 student spent excessive time on straightforward simultaneous equations instead of moving onto harder examples or simulating test conditions. The focus remained on repetition of easy material rather than targeted revision of challenging content, which meant less practice tackling unfamiliar questions under time pressure.

One New Gisborne tutor noted a Year 10 student who had previously struggled to distinguish between average and instantaneous rates of change, but now confidently explains the difference and identifies tangent versus normal lines without prompting.

A Year 11 learner who used to avoid worded problems with simultaneous equations now tackles them using substitution, working through solutions more independently than in past weeks.

In a primary session, a younger student who often hesitated when reading aloud chose to read an entire chapter by themselves for the first time, finishing with only one self-correction.