Year 5 student Ben practised **elapsed time questions** and worked on identifying and drawing 2D and 3D shapes.

Year 7 student William focused on solving **algebraic equations**, including collecting like terms, as well as applying **Pythagoras' theorem** to problem-solving tasks.

Meanwhile, a Year 8 student revised surface area and volume of prisms and cylinders, alongside tackling **advanced factorisation using the difference of two squares formula**.

A Year 8 student was hesitant to apply structured working in algebra, preferring mental calculation—he was hesitant to do so—which made it harder to spot method errors during factorisation tasks.

In Year 10 biology, another student avoided asking questions when unsure about cell organelles, making it tough to address misunderstandings on the spot.

A younger learner (Year 4) sometimes left homework incomplete, especially with worded problems that introduced new formats.

One secondary student became distracted mid-lesson (she can get easily distracted, taking her away from the work), which slowed progress through problem-solving practice and left some review tasks unfinished by session's end.

One Randwick tutor noticed a Year 11 student who used to hesitate when facing tricky probability questions now bringing his own challenging examples to sessions and breaking them down into clear steps without prompting.

Another high schooler, previously unsure about multi-step algebra problems, surprised himself by flying through practice sets and even correcting his own errors with negative numbers before the tutor stepped in.

Meanwhile, a Year 6 student who often rushed through work has started pausing to plan out answers, showing real care with working out—he finished last lesson by neatly solving every multiplication question and checking his methods independently.