Year 3 student worked on recognising different ways to add numbers to reach a target sum and practised unit conversions between kilometres, metres, centimetres, and millimetres.

In Year 11, Sarah focused on circular functions—tackling problems involving sine and cosine graphs—and began work on the binomial distribution in probability.

Meanwhile, Year 12 student James explored complex numbers by working through extended response questions and revisited key concepts from the specialist maths curriculum using practice exam material.

In Year 3, a student was reminded to "write titles and labels," yet these were often missed when setting out maths work.

For a Year 8 student in algebra, skipping the habit of reading questions carefully led to confusion about which method to apply—"he dove straight in and missed what the question actually asked."

In Year 11 Physics, over-reliance on textbook examples meant little independent practice with new force scenarios; when faced with different cases, she hesitated rather than attempting a solution. That pause lingered even after feedback was given, as noted: "needs more exposure to unfamiliar problems."

A tutor in Heathcote Junction noticed a big shift with a Year 8 student who, after initially hesitating with new algebra concepts, started working through practice questions independently and even explained her reasoning out loud—something she'd avoided before.

In a recent high school session, a Year 11 student tackled challenging momentum problems and, instead of waiting for help, worked through multiple scenarios solo and got them right on the first try.

Another senior student had always rushed homework but this week handed in his assignment fully completed with only self-checked corrections and asked for extra application questions at the end.