Year 8 student Lily focused on proofs of congruent and similar triangles using SSS and RHS tests, and practiced calculating scaling factors for similar triangles.

In Year 10, James worked on balancing chemical equations, including writing net-ionic forms and naming polyatomic ions, as well as making experimental observations.

Meanwhile, Year 11 student Sarah reviewed binomial distributions by calculating expected value and variance from exercises and explored Bernoulli distributions in preparation for assessments.

In Year 11 Maths, a pattern emerged: "Careless mistakes in complex math," such as missing terms and incomplete exam responses, were often linked to time management struggles.

One session noted blank answers on the test—he ran out of time before attempting all questions.

In Year 8 algebra, skipping steps in multi-part problems led to confusion about what each symbol represented; as one tutor observed, "He tended to jump ahead or skip basic steps."

Meanwhile, a Year 4 student repeatedly forgot to bring required materials for long division practice, which slowed progress week-to-week and left homework incomplete.

One Duffy tutor recently noticed a big shift with a Year 11 student who, after weeks of hesitating to ask for help, now openly asks clarifying questions mid-lesson and tackles practice problems much more independently.

In another session, a Year 9 student who used to make repeated errors in balancing chemical equations not only recognised all polyatomic ions correctly but completed equation-balancing tasks far faster than before.

Meanwhile, a Year 5 student—who had struggled with area and perimeter concepts—solved several worded problems without prompting and explained each step out loud as he worked through them.