Year 8 student Anna worked through multiplication and division of surds, including rationalising denominators and a first look at indices.

In Year 9, Dylan tackled grouped data questions and calculating mean from frequency tables using real examples.

Meanwhile, Year 11 student Liam focused on vector calculus—specifically chapter 13 functions—and began working through key kinematics problems from chapter 12.

In Year 9 maths, a student's notes revealed that when faced with worded questions or multi-step problems, hesitation about what operation was needed slowed progress—"she took a little while to answer and sometimes wasn't sure if it was multiplication."

In Year 11 chemistry, one student's difficulty balancing redox reactions stemmed from not revisiting past material; "needs to revise basics of chemistry: mol ratio, using formulas."

Across both levels, missing regular revision meant foundational concepts (like times tables or formula rearrangement) were easily forgotten between sessions. This led to extra time spent re-learning rather than tackling new challenges in class.

One Donnybrook tutor noticed a Year 9 student who had previously hesitated with fraction operations now picking up dividing fractions independently, even tackling conversions between fractions and decimals without prompting.

In a recent high school chemistry session, a Year 10 student showed a real shift by starting to answer more of the challenging practice questions out loud—something she'd avoided in earlier lessons.

Meanwhile, during a primary session, a Year 4 student who used to struggle with times tables was able to recall nearly all her 4s from memory and completed several worded problems on her own.