Year 5 student Amit worked on editing his Digital Technologies assignment and began improving key areas identified in feedback.

For Year 9, Caledon explored how to translate, dilate, and reflect quadratic functions as well as started work on interpreting circle graphs using examples set by his teacher.

Meanwhile, Year 11 student Anise focused on applying the chain rule to differentiate complex compound functions and practiced advanced algebraic manipulation during an extension question.

In Year 8, Caledon repeatedly arrived at lessons without having completed assigned homework, especially in algebra and trigonometry. As noted, "Caledon had forgot to do last week's homework again," which limited time for deeper problem-solving.

In Year 11 calculus, Anise sometimes avoided reviewing her working or checking answers on assignments—missing opportunities to catch small errors and consolidate learning.

Meanwhile, Jensen (Year 6) often wrote only final answers for geometry problems; "I find myself doing a lot of the equations for him," observed one tutor. This meant gaps in understanding went unnoticed until more complex tasks arose.

A tutor in Flynn noticed that Jensen, a high school student, has started bringing specific questions to sessions and now asks for clarification when he's stuck—something he was hesitant to do at first.

Anise made a real leap with logarithms; she could not only spot which log law to use in tricky, variable-heavy problems but also handled abstract questions without prompting.

In Year 3–4 maths, Jarrah consistently used the unitary method correctly and substituted numbers into fractions independently, having previously mixed up the conversion steps.

Last week, Jensen prepared his own test cheat sheet for the first time.