Year 8 student Alex worked on solving two-step equations and practiced factorising basic algebraic expressions.

For Year 10, Sam focused on revising trigonometry, including angles of elevation and depression using diagrams, as well as applying trig ratios to real-world problems.

In Year 11, Mia tackled networks by identifying paths, trails, circuits, and shortest paths in network diagrams, along with introductory questions about network definitions and terminology.

A Year 8 student tackling linear equations often relied on memorised rules, with a tutor noting "he should try to work towards solving certain problems without rule dependency." This approach sometimes left gaps in understanding, especially during more complex rearrangements.

In Year 11 Mathematics, another student avoided showing full working for multi-step questions—one note observed, "writing down steps in solving harder questions" was needed for three- or four-mark problems.

During HSC revision, incomplete homework on statistics and network diagrams meant opportunities to clarify misunderstandings were missed; feedback couldn't be applied until the next session.

A tutor in Brundee recently noticed some encouraging shifts across different students. One Year 11 student, Andrea, not only identified where she lost marks on a recent exam but was able to explain why another approach would work better—she hadn't done this kind of self-correction before.

Meanwhile, Laaibah (Year 10) has started showing her working more clearly when solving ratio questions; last term, she'd skip steps and lose marks for missing details.

In a primary session, Isaak demonstrated he could now solve perimeter and area problems for both 2D and 3D shapes without prompting, even though he used to hesitate with these.