Year 7 student Labiba focused on calculating area and perimeter, and practiced total surface area and volume for cylinders, cones, and spheres using worked examples.

For Year 11, Elissa tackled kinematics problems in preparation for a test, including projectile motion calculations and resolving doubts about calculus applications in physics.

Meanwhile, Year 12 student Leticia revised differentiation from first principles and equations of tangents and normals to curves, with additional attention given to finding constants in curve equations using tangent information.

During a Year 11 maths session, Labiba's habit of "rushing through calculations" led to repeated errors in number substitution and missing key steps with decimals and rounding.

In a senior physics lesson, one student relied heavily on referencing formula sheets for SHE concepts—slowing problem-solving and causing unit mistakes ("used the wrong units for wavelengths").

Meanwhile, Eliza in Year 8 needed frequent prompts to recall foundational arithmetic like prime numbers or multiplication as repeated addition; this left little time for new material.

Isobel, also Year 8, grew frustrated when falling behind, staying silent even when confused during booklet tasks.

In Year 10, Marley started solving tough questions independently after marking the ones she found difficult and giving them a second look—something she wouldn't attempt before.

For a senior student working on trigonometry, she's now able to quickly spot correct formulas and finishes homework ahead of time, where previously she'd hesitate or need reminders.

Meanwhile, Eliza (Year 5) was much more open about asking for help this week; by the end of the session, she solved all fraction activities unaided.