Year 5 student Ed revised long division, converting between improper and mixed fractions, and worked through BOMDAS problems with multiple operations.

Year 11 student Ruby focused on surface area and volume of composite 3D shapes, alongside revision of linear word problems and properties of parallel and perpendicular lines using equations.

Meanwhile, Year 12 student Grace tackled bivariate data analysis for an assignment, discussing how to interpret relationships in scatterplots and practice final drafting skills for her mathematics project.

A Year 11 student received detailed assignment feedback in Math Methods but left several required graphs and proportional analysis incomplete; the tutor noted, "the assignment still requires a lot of improvement."

In Physics (Year 12), formatting and quality of evidence needed significant attention before submission.

For a Year 5 learner, repeated attempts to solve maths problems mentally led to frequent mistakes—"Ed tries to do everything in his head," wrote one tutor—which slowed progress when converting fractions or tackling long division.

A Year 8 student's diagrams in geometry were often hard to interpret due to cramped layouts, making it difficult to track which angle labels belonged where.

A tutor in Parkinson noticed a big shift with a Year 10 student who, after weeks of struggling with derivatives, now works through basic differentiation independently and rarely needs reminders about the rules.

In senior Physics, one student recently handed in an improved assignment draft, having clearly used the previous session's feedback to refine his explanations and show deeper understanding—a real change from earlier drafts that missed key points.

Meanwhile, in Year 5, Ed is finally tackling long division solo; he catches and corrects most mistakes himself without waiting for hints.