Year 8 student Jamie focused on simplifying algebraic expressions using index laws and expanded expressions via the distributive law, practicing these through worked examples.

For Year 9, Taylor worked through financial mathematics topics including calculating income tax and solving rate-based word problems.

Meanwhile, Year 11 student Alex tackled differentiation by identifying maximums and minimums of functions and practiced applying derivative rules to various question types.

A Year 8 student has not completed homework multiple times, which limited independent practice—especially on algebra and rounding tasks. As one tutor noted, "he needs to attempt questions alone to improve."

In Year 10, another student hesitated to write out steps in rearranging equations, preferring mental calculations that broke down on multi-step trigonometry problems.

In senior years, lack of confidence with unorthodox or worded questions often led to pauses during tests; for example, a Year 12 student was "stumped by applying known techniques to unfamiliar integration questions," resulting in unfinished responses under time pressure.

In Budgewoi, a tutor observed that one high school student, who previously hesitated with algebra word problems, now attempts them without prompting and was noticeably quicker at expanding expressions than before.

Another secondary student has begun recalling trigonometric ratios independently, no longer waiting for hints during lessons—especially impressive after earlier struggles remembering the formulas.

In a recent Year 4 session, a younger learner tackled decimal multiplication confidently for the first time, having needed step-by-step guidance just weeks prior.

Last lesson, she completed all her practice questions on her own and checked her answers before asking for feedback.