Year 6 student Mehar worked on converting between fractions and decimals using place values, as well as adding and subtracting proper fractions with number line support.

In Year 10, Gavin tackled graphing exponential and logarithmic functions by exploring transformations, then applied anti-differentiation techniques to solve basic calculus problems.

Meanwhile, Alexander in Year 11 focused on kinematics—solving motion questions involving constant acceleration—and also practiced applying energy transfer principles in momentum-related physics scenarios.

In Year 7 maths, one student did not complete assigned homework and arrived without organized notes, making it harder to build understanding of measurement formulas and LCM. As a tutor noted, "he did not have his own notes written down but follows teacher notes," so revision lacked personal clarity.

Meanwhile, a Year 11 student relied heavily on the CAS calculator for linearising data but struggled to deduce variation statements or apply equations independently.

In Year 12 physics, missed foundational concepts in momentum and energy transfer led to confusion when tackling advanced problems—time was spent reteaching instead of extending learning.

One Drouin West tutor noticed that a Year 11 student, Gavin, who previously struggled to see the link between definite and indefinite integrals, now recognises patterns when integrating polynomials and can distinguish clearly between the two types in class discussions.

In a recent high school maths session, Tyler moved from confusion about trig ratios to confidently labelling triangle sides and independently setting up equations with both scientific and CAS calculators—skills she hadn't shown before.

Meanwhile, Mehar in Year 6, who used to avoid division problems, has started tackling long division on her own and even explained her steps back to the tutor without prompting.