Year 7 student Ava focused on data and statistics, reviewing dot plots and stem-and-leaf plots, as well as surface area calculations for cylinders.

For Year 11, Sam worked through trigonometric identities and began solving trigonometric equations, using graph sketches to support understanding.

Meanwhile, Year 12 student Oliver practiced advanced calculus by tackling differentiation and integration of logarithmic functions, applying these skills to real HSC-style exam questions.

A Year 8 student came to a geometry test without reviewing, focusing only on easy revision, which meant she hadn't practiced the trickier angle questions and felt unprepared when faced with new formats.

In Year 11, messy written work in calculus made it hard to spot where sign errors crept into differentiation steps—one note read, steps for max/min problems were scattered across the page.

Meanwhile, a Year 6 student repeatedly left fraction homework incomplete, missing valuable feedback and practice.

During a senior integration task, one student avoided attempting unfamiliar wording in questions and left sections blank.

One Cawdor tutor recently noticed a Year 8 student who had struggled with long multiplication now volunteering to work through multi-step problems out loud and only needing small prompts, which is a big change from her earlier hesitance.

In a Year 10 maths session, a student who used to mix up when to multiply or divide in equations has started solving them efficiently on her own and even asks for help right away when unsure instead of waiting.

Meanwhile, one of the senior students managed all the integration questions on their practice set without needing to double-check answers.