Year 10 student Ethan focused on applying the first and second derivative rules to sketch unknown functions, and practiced calculus techniques including product and quotient rules.

Year 11 student Olivia worked through complex numbers by converting between polar and Cartesian forms and explored properties of the modulus and conjugate using visual representations on the complex plane.

Meanwhile, Year 9 student Ava tackled surds with fractional indices and expanded her skills in simplifying indices, completing practice sets to consolidate understanding.

In Year 10 Mathematics, a student's working was "hard to follow," with layout making it difficult for markers to understand his solutions.

During senior Chemistry, skipping written steps and relying on mental calculations led to confusion in multi-part problems—"he tried to keep the method in his head, but missed key conversions."

In Year 7 English, perfectionism crept in: an essay draft was not proofread due to anxiety about making further errors, resulting in repeated spelling mistakes being left uncorrected.

Meanwhile, a Year 5 student regularly guessed answers when timed instead of setting out calculations—a habit that left her unsure why she'd lost marks.

One Pelton tutor recently noticed a big shift with a Year 11 student who used to rely heavily on guidance for advanced calculus problems—now, after working through product and quotient rules together, he's tackling new differentiation questions almost entirely on his own.

In another session, a Year 9 student who often hesitated to participate began confidently leading class discussions in English by bringing her own opinions into persuasive speeches and supporting them with rhetorical devices.

Meanwhile, a Year 6 student who struggled with multi-step maths problems started finding logical shortcuts and completed her worksheet without needing step-by-step hints.