Year 6 student Mehar focused on converting between fractions and decimals using place value knowledge, as well as revising long division methods for accuracy.

In Year 11, Gavin worked through questions on logarithmic and exponential graphs with attention to function transformations, and practiced applying anti-differentiation techniques to solve calculus problems.

Alexander, also in Year 11, reviewed key physics topics including kinematics and constant acceleration scenarios, particularly examining forces on inclined planes and energy transfer during collisions.

In Year 11 Maths Methods, a student's understanding was blocked by incomplete notes—"he did not have his own notes written down but followed teacher notes," making it harder to review area and perimeter formulas independently.

In Year 12 Specialist Maths, internet disruptions meant Gavin lost valuable lesson time and left the basics of anti-differentiation unclear.

One Year 8 student avoided homework from the previous class and struggled with organizing schoolwork, which slowed progress on probability tasks.

During a timed pre-test on fractions in Year 7, nerves led to hesitation and loss of confidence, affecting both recall and willingness to attempt questions.

A Tynong North tutor noticed Gavin, a senior student, becoming much more independent with advanced algebra—he now confidently applies the discriminant to quadratic inequalities and recently solved linear equations by analysing intersecting functions, which he struggled with previously.

In Year 10, Alex showed a clear shift in approach: instead of guessing formulas for his physics exam, he now selects the right kinematics or conservation equations and explains why they fit the scenario.

Meanwhile, Omita (Year 5) has started justifying his answers aloud when working through tricky area questions; this is new for him, as he used to rush without explaining his thinking.