Year 6 student Alex worked on **displaying data with a focus on histograms**, and identified specific maths concepts she found challenging last semester for targeted revision.

For Year 10, exam preparation included revising trigonometry topics such as **applying trig formulas** and solving problems involving three-figure bearings.

Another Year 10 student reviewed scatterplots by classifying types of correlation and then explored standard deviation—**learning to calculate it both manually using tables and efficiently with a calculator's built-in functions**.

A Year 12 student reflected, "I was a few marks shy of passing—mostly from small errors like labelling units and graphs," highlighting the impact of missed details in test conditions.

In Year 11, incomplete practice tests and reliance on tutor guidance meant key exam strategies weren't trialed under pressure.

A Year 9 student left homework unfinished and needed to memorise times tables for fluency; meanwhile, a Year 8 struggled with messy equation layouts, making it hard to spot sign errors when isolating variables.

During trigonometry word problems in senior years, not writing down all required variables led to confusion mid-question.

One Cedar Grove tutor noticed Diali, a Year 10 student, has started identifying her own errors in practice exams and now sets out each problem step by step—previously she'd skip steps and make simple mistakes.

In a senior session, a student who struggled with applying trigonometric formulas was able to work through sine and cosine exercises independently for the first time, after weeks of confusion.

Meanwhile, Alex in Year 6 not only completed her scatterplot homework but also joined in making assumptions for a mini-assignment—she used to wait passively rather than participate.