Year 4 student Ava practised converting mixed fractions to improper fractions and placing them accurately on a number line, then worked on expressing fractions as decimals and percentages.

In Year 10, Sam explored how changing the amplitude and frequency in trigonometric equations affects their graphs, alongside unit circle problems involving finding angles from given ratios.

For Year 11, Mia reviewed logarithms—focusing on switching between exponentials and logarithmic forms—and used rules of logarithms to simplify expressions and solve equations.

A Year 11 Chemistry student did not adjust their results table to include a missing data set, so trends in the analysis remained unclear—"analysis and discussion doesn't really relate to the research question," as one tutor noted.

In Year 10 Maths, over-reliance on familiar types of trig questions meant negative angles were left unpracticed, causing confusion when tackling new problems.

Meanwhile, a Year 8 student went over word limits in English assignments and needed to "be more concise" to avoid deleting work at the last minute.

A younger student sometimes skipped assigned times tables homework, leaving gaps for next lesson's practice.

A tutor in Brookwater noticed a Year 11 student who previously hesitated to ask for help now actively seeks clarification when stuck on trigonometric ratios, making sessions much more interactive.

Another high schooler recently managed to independently outline their response plan for a complex math assignment—something they'd needed step-by-step guidance with just weeks before.

In a Year 5 session, a student who struggled to finish sums without prompting was able to answer all the time word problems on her own and checked her work aloud before moving on.