Year 6 Mehar worked on converting between decimals and fractions using place value understanding, as well as adding and subtracting proper fractions on a number line.

Year 11 Gavin practised solving quadratic functions and linear equations, with additional focus on identifying the domain and range of functions.

Meanwhile, Alexander in Year 12 prepared for his upcoming physics exam by revising kinematics, motion with constant acceleration, forces on inclined planes, and energy transfer during collisions.

In Year 10, one student's organization became a barrier—homework was left incomplete and notes from class were not maintained independently. "He did not complete homework given last class," a tutor observed, which led to gaps in revision for probability and measurement.

In Year 12 Physics and Methods, missing or underdeveloped personal notes meant formula use stayed superficial; the lack of handwritten summaries left him lost during new content on anti-differentiation.

Meanwhile, a Year 7 student hesitated to attempt harder long division problems without prompts, often forgetting steps mid-question and losing confidence after minor setbacks.

One Gembrook tutor noticed real shifts in student engagement and independence across several year levels. In a recent high school maths session, Gavin now confidently solves quadratic inequalities using the discriminant and expands polynomials with little prompting.

Meanwhile, Mehar (Year 7) has started explaining her reasoning aloud during lessons—last week she justified her answers on area questions step by step, something she previously avoided out of uncertainty. She explained her reasoning aloud, marking an important leap in confidence.

For a younger primary student, Taiya has begun spelling tricky words even when unsure, showing more willingness to try instead of waiting for help. Taiya shows more willingness to attempt challenging spelling independently.