Year 9 student Alex worked on simultaneous equations using the elimination method and began exploring trigonometry with SOHCAHTOA for right-angled triangles.

Year 10 student Priya tackled indices and surds revision, practiced algebraic manipulation, and converted between radians and degrees using a calculator.

For Year 11, Ethan reviewed harder trigonometry problems including introduction to the sine rule, explored angles of elevation and depression, and applied the Pomodoro technique for focused study.

A Year 11 student repeatedly arrived without a calculator or textbook, limiting progress in trigonometry and unit circle tasks; as one tutor noted, "he didn't have the necessary tools with him at each lesson."

In Year 8, a student missed multiple scheduled lessons and struggled to communicate absences, making it difficult to address ongoing issues in surds and indices.

Meanwhile, a Year 5 student's arithmetic practice showed improvement, but messy handwriting made errors harder to spot during worded problems—"need to work on handwriting" appeared in feedback.

Lack of revision before geometry tests left a Year 9 student unprepared for harder questions.

In Menangle, a Year 10 student who previously hesitated to show her working now arrives with her own questions and confidently fills her notebook with detailed steps, especially when tackling SOHCAHTOA problems.

In a recent session, a senior student who struggled with simultaneous equations last term was able to solve them entirely independently for the first time.

Meanwhile, a younger primary student surprised his tutor by remembering all the factors for numbers he'd previously forgotten and immediately applying these in fraction work without needing prompts.