Year 3 student India worked on two and three times tables, telling time on an analogue clock, and using money for practical calculations.

Year 10 student Jade focused on algebraic techniques, including solving equations and applying Pythagoras' theorem to right-angled triangles.

Meanwhile, Year 11 student Lisa tackled Biology concepts such as calculating Simpson's Diversity Index for biodiversity studies and constructing punnet squares to predict genetic outcomes.

The Year 12 biology student was hesitant to use scientific resources beyond websites for assignments and often needed to double-check unfamiliar methods or terminology with her teacher—"Lisa needed to confirm the results with her teacher as there were things that she hadn't covered in class."

In Year 10 maths, one student's graph work suffered from formatting issues; adjusting how data was graphed took up valuable session time.

Meanwhile, a Year 8 algebra student doubted herself when tackling new types of problems, which slowed progress during practice: this meant more energy spent seeking reassurance than building fluency in key skills.

One Mount Nathan tutor noticed a big shift in Ella's approach to maths: after struggling with worded problems and trigonometry, she now draws her own diagrams and breaks down the questions independently before solving them—something she avoided before.

In biology, Lisa began reviewing teacher feedback unprompted on her report and made adjustments during the session instead of waiting for guidance.

Meanwhile, in Year 3, India moved from hesitating with addition games to racing through them faster than ever—she even solved every card correctly using new strategies picked up last week.