Year 8 student Zara revised index laws for multiplication and division, and practiced expressing large and small numbers using scientific notation.

Year 9 student Ben worked on solving both monic and non-monic quadratic equations as well as graphing parabolas by hand and with Desmos.

Meanwhile, Year 10 student Grace focused on finding the area of composite shapes, including circles and segments, tackling multi-step problems that combine several geometry skills in one question.

In Year 8, one student completed most homework incorrectly but could solve problems accurately during lessons—suggesting a tendency to rush through independent tasks without using feedback or checking steps.

A Year 10 student often "just tried to solve questions through guessing," which led to repeated algebra errors instead of learning from corrections.

In senior years, one student's working was described as "a little messy," making it hard for her to backcheck hyperbola solutions; she needed clearer formatting for both process and answers.

Another in Year 11 avoided pen-and-paper calculations, preferring mental shortcuts that resulted in missed steps with quadratics.

A Farrer tutor noticed one Year 9 student, who used to avoid speaking up, now talks through his reasoning aloud while working on boxplots and hyperbolae—something he hesitated to do just weeks ago.

In a recent Year 11 session, a student who'd previously needed reminders for each algebraic step managed to accurately replicate all the steps in solving complex equations independently.

Meanwhile, a younger primary student finally completed complicated addition perfectly under a timer after struggling with accuracy and speed; this time, he even caught and fixed his own mistakes without prompting.