Year 6 student Emily worked through long division with decimals and tackled multi-step word problems, including using trial and error to solve simultaneous equations.

For Year 9, Luke focused on graphing linear equations and practiced finding the point of intersection between two lines, as well as determining when lines are parallel using graphing techniques.

In Year 10, Jasmine completed work on solving quadratic equations with the quadratic formula and plotted cubic functions to deepen understanding of more complex algebraic graphs.

Messy or unclear written work was a recurring challenge across several years. In Year 9, "probability trees became difficult to read" due to layout issues, while in Year 11, a student's algebra working lacked structure, making it hard to follow their logic.

One Year 8 student often left parts of assignments at school—"Nick left some of his assignment at school"—causing gaps in revision and rushed last-minute catch-ups.

For another senior student, incomplete homework and skipping notes meant weaker recall for exam topics like trigonometry degrees; as one tutor noted, "notes need to be written about every class." This disorganization often led to time lost re-learning instead of advancing.

One Purga tutor noticed a big change in a Year 10 student who now comes to sessions with homework already completed and questions ready—she used to wait passively for help, but now takes real initiative.

A Year 11 student, after struggling to keep her notes organised and recall concepts, has started double-checking her work for errors during lessons and is much more willing to ask about things she doesn't understand on her own.

Meanwhile, a Year 5 student who was previously hesitant with fractions managed to finish all fraction problems on the worksheet without skipping any or giving up.