Year 6 student Harry worked on simplifying fractions and ratios by finding common factors, then practiced applying BODMAS to solve equations in the correct order.

In Year 9, Emily focused on index laws—including multiplication and division of powers—and began using scientific notation for large numbers.

Meanwhile, Year 10 student Jacob learned how to find the turning point of a parabola and practiced graphing quadratic equations, using Desmos for visual support.

Most of the homework was done incorrectly, but when done in person he did them flawlessly—suggesting that independent practice and applying feedback outside sessions need strengthening.

In Year 9, messy formatting when working with hyperbolae led to confusion and repeated errors; one note said, needs to format her questions and answers a little better.

A Year 11 student frequently tried to solve quadratics entirely in their head rather than using pen and paper, resulting in missed steps and uncertainty about the underlying process.

In Year 6, one student who previously hesitated to speak up began talking aloud as she worked through challenging percentage and conversion problems—something she'd avoided before.

During a high school session, a Year 10 student independently corrected mistakes from his homework on quadratic factorisation, showing new self-reliance rather than waiting for hints.

Another senior student, after struggling with hyperbolae last week, was able to clearly explain the intercepts out loud and confidently analyse scatter plots by herself during the latest session.