Year 8 student Greta worked on negative numbers and like terms in algebra, as well as reinforcing fraction and decimal basics using number lines.

Year 10 student Zoe focused on trigonometry by labelling sides of right-angled triangles, writing sin/cos/tan ratios, and solving for unknowns with calculators.

For Year 11, Josh practised domain and range for functions—including the vertical line test—and graphed linear inequalities to deepen understanding of function behaviour.

A Year 8 student often skipped double-checking answers in algebra and geometry, leading to confusion about whether to multiply or divide when isolating variables—"notes were taken on this for test," the tutor noted.

In Year 10, a tendency to rely heavily on visual methods for fractions (such as drawing circles) made it hard to handle more complex denominators or move confidently into abstract fraction problems.

A senior student in Year 12 displayed avoidance of feedback, guessing or leaving blank responses instead of clarifying with teachers during tests, which left recurring misunderstandings unaddressed and increased anxiety before assessments.

One Yendon tutor recently noticed a big shift in a Year 10 student who had been struggling to remember when to use sine, cosine, or tangent—now he's not only recognising triangle sides quickly but choosing the right function independently.

Another high schooler has started forming equations with barely any prompting and applies the quadratic formula confidently after weeks of needing step-by-step help.

Meanwhile, a primary student who used to guess at fraction questions is now grouping arrays methodically and checking her answers by counting, even explaining why 6/12 and 1/2 are equal without being asked.