Year 5 student Maddison practised fractions, multiplication and division, as well as using the gradient formula to plot points on a graph.

For Year 9, John reviewed negative indices and learned how to draw exponential functions and their reflections using graphs.

Meanwhile, Year 10 student Lucy worked through trigonometric ratios and applied these skills to solve angles of elevation and depression problems with real-world examples.

A Year 10 student regularly avoided writing out steps in algebra, preferring mental calculations—"too much mental maths; she needs to learn to write out each step as she goes"—which led to confusion with negatives and hidden sign errors.

In Year 9, one student admitted to not practicing assigned work at all last week; this meant new concepts weren't reinforced between sessions.

Meanwhile, a Year 6 learner forgot both her homework and word list, leaving key spelling and maths tasks untouched during the lesson. As a result, valuable time was spent on catch-up rather than advancing skills or confidence.

A Royal Park tutor recently saw a Year 11 student move from making frequent errors with SOHCAHTOA triangles to now checking her work more carefully and talking through each step aloud—something she used to rush.

Another high schooler, after struggling with compound area problems, started double-checking her solutions as she worked and caught mistakes herself without prompting.

Meanwhile, in primary sessions, one student who was hesitant about reading clocks now confidently reads analogue times and has begun subtracting fractions independently.

In her latest session, she finished all the clock-based questions on her own for the first time.