Year 6 student Isabel focused on algebraic expressions and patterns, then applied knowledge to solve linear equations and worked through problems involving area and perimeter of circles.

In Year 9, Em tackled trigonometry by using the sine and cosine rules for non-right angled triangles, while also revising similar triangles with geometric proofs.

For Year 10, Ana spent time expanding and factorising quadratics—using sum and product methods—and moved on to graph transformations including scaling and translating parabolas.

In Year 8 maths, one student often became "tangled in his thoughts" and struggled to write down working for algebra or worded problems; as a tutor noted, "he misreads the questions a lot of the time—need to work on slowly tackling the question."

In Year 10, another student's folio draft needed significant reformatting before submission, showing difficulties converting informal work into formal academic writing.

A senior student expressed feeling overwhelmed by test revision and was "unsure of exactly which units the test was going to be on," leading to anxiety and missed key theory during assessment.

A tutor in Payneham recently noticed a big change in one Year 10 student who, after struggling with algebraic fractions last term, used a new three-step revision strategy and scored 80% on her latest test.

Another high schooler came to sessions with her own list of tricky questions—she not only worked through all of them but even decided to make a detailed notes sheet for extra practice before assessments.

Meanwhile, one younger student who used to rush through mental maths is now pausing to write out his working and can clearly explain how he solves mixed fraction problems.