Year 8 student Ava worked on solving linear equations and applying Pythagoras' theorem to right-angled triangles, using past exam questions for practice.

For Year 10, James focused on sketching quadratic graphs and completed worded problems involving the quadratic formula.

Meanwhile, Year 5 student Lily practised converting between fractions, decimals and percentages as well as tackling BIDMAS (order of operations) with guided worksheets.

A Year 8 student often assumed pronumerals would stay in the same order as earlier algebra questions, leading to errors—she missed switching x and y when the problem changed.

In Year 10, one student found exam pressure overwhelming, losing track of steps during timed tasks.

For a senior preparing for HSC, past session notes showed forgotten older content after new material was introduced; confusion resurfaced when all topics appeared together on practice exams.

Meanwhile, a Year 5 student hesitated to attempt worded problems independently until prompted, which slowed progress and meant fewer opportunities for feedback within sessions.

One Otford tutor recently noticed a big shift with a Year 10 student who used to hesitate when confused; now, she pinpoints exactly where she's stuck and confidently asks for clarification—something she avoided before.

A Year 11 student showed real initiative by requesting extra practice questions after lessons to reinforce her grasp of unfamiliar algebra topics, moving beyond passive learning.

In the younger years, one primary student who had struggled with subtraction surprised his tutor this week by working through multi-step problems independently and then asking for harder ones.