Year 9 student Alyssia explored titrations in Chemistry, focusing on molar ratios and rearranging n = m/M and C = n/V equations, then reviewed galvanic cells and balancing redox equations for exam prep.

A Year 10 student worked through expanding brackets—both single and double—as well as simple factorisation using practice problems.

Meanwhile, a Year 8 student revised univariate statistics, including calculating mean, median, mode, range, and began learning about the interquartile range.

A Year 10 student in algebra showed a tendency to rely on set formulas and previously answered questions, as noted: "he preferred looking back at his working out rather than attempting new approaches first." This pattern limited flexible problem-solving, especially when faced with unfamiliar tasks.

In Year 11 chemistry, another student hesitated to tackle written discussion sections of assignments independently, preferring reassurance before trying.

Meanwhile, a Year 8 learner often became distracted during sessions instead of following a clear plan for revision. These habits led to slower progress when adapting to new types of exam questions or applying concepts without prompts.

One Rosslyn Park tutoring session saw a Year 12 student, Alyssia, persist through tricky titration equations—by the end, she completed complex questions independently after needing step-by-step support before.

In Year 10 maths, Alessandro has started coming to sessions with specific questions prepared and now guides the focus himself instead of waiting passively for help.

Meanwhile, a Year 5 student, Lucy, recently picked up how to use her calculator for new types of maths problems and immediately tried it out unprompted during her English and history assignments.