Year 7 student Mehar focused on converting between decimals and fractions using place value understanding, and also practised adding and subtracting proper fractions represented on a number line.

Year 10 student Gavin worked through graphing logarithmic and exponential functions, exploring how different transformations shift these graphs.

Meanwhile, Year 11 student Alexander revised physics concepts including kinematics and forces on inclined planes, as well as applying energy transfer ideas to collision problems using past exam questions.

In Year 11 Methods, one student relied heavily on the CAS calculator to linearise data but missed key steps when modeling equations; as noted, "he skipped showing steps in algebra, which hid sign errors."

Meanwhile, a Year 9 learner was not organized with note-taking and did not complete assigned homework, making it harder to consolidate class concepts.

In Year 6 maths, a student followed teacher notes without creating their own summary notes—this led to confusion over area formulas and unit conversions. The lack of independent note-making left gaps that surfaced during revision.

One Warragul West tutor noticed a real shift with Tyler, who previously struggled to apply trigonometric ratios but now quickly sets up equations and confidently uses both scientific and CAS calculators—especially during bearings questions that were tricky before.

In another session, Gavin, a senior student, moved from confusion about quadratic inequalities to independently solving them using the discriminant and even tackled transformations on functions with less prompting than usual.

Meanwhile, Omita in Year 6 began justifying his answers out loud for the first time, rather than guessing quietly; he talked through area calculations step by step without waiting for hints.