Year 3 student Harry practised different ways to add numbers to reach a target sum and explored unit conversions between kilometres, metres, centimetres, and millimetres using practical examples.

In Year 11, Sarah worked through circular functions in Mathematical Methods—focusing on their properties and applications—and revised gradient concepts with targeted exercises.

Meanwhile, Year 12 student Josh focused on Specialist Maths by tackling integration techniques as well as applying knowledge of forces in kinematics problems, often drawing diagrams to clarify complex scenarios.

A Year 3 student needed reminders to write clear titles and labels on her maths work, making it harder to keep track of topics when revising ("remembering to write titles and labels").

In Year 11 Physics, a student tended to avoid writing out full solutions for momentum questions, often getting stuck before reaching the final answer—one tutor noted "he can get stuck to finish the answer… just needs to map them out together."

A Year 12 Methods student focused revision only on familiar types of application questions, leaving newer or more complex problems unpracticed. This led to less confidence when unfamiliar scenarios appeared in review sessions.

A tutor in Wandong noticed one Year 11 student who used to hesitate with challenging momentum problems now actively tries multiple strategies before asking for help, showing real independence during physics sessions.

In Year 8 maths, a student who struggled with graphing earlier this term has begun drawing accurate graphs and explaining her reasoning step by step, which she'd avoided previously.

Another win from a recent high school session: after initially finding the binomial distribution confusing, one student quickly adapted to new fundamentals and confidently completed related exam-style questions without prompting.