Year 9 student Molly revised the financial maths topic in preparation for a test, focusing on applying formulas to pay calculations and converting between hourly and weekly rates, then moved to exploring nervous system structure and brain lobes.

Year 10 student completed a session on trigonometry by practising the sine rule and solving area problems for non-right-angled triangles using worked examples.

For Year 11, Emma started Standard Maths with an introduction to compound interest calculations and discussed key syllabus points relevant to upcoming assessments.

In Year 10, exam stress led to mistakes in familiar content—"she lets her stress get the better of her," one tutor noted, which meant errors crept into algebra that she usually handled with ease.

During Year 7 trigonometry, skipping clear written steps and not labelling working made it harder to spot where calculations went wrong or to review answers later.

In a recent senior revision session, hesitation about making guesses slowed progress on unfamiliar problems; more time was spent waiting for confirmation than practicing reasoning through uncertainty.

When reading multi-step questions in financial maths, rushing led to misinterpreting key information and missing out on full marks.

One Shellharbour tutor noticed a Year 11 student who previously struggled to show her working in maths now clearly lays out each step when tackling z-score problems, making fewer errors and checking her answers independently.

In Year 8 science, another student has started asking targeted questions about electron shells—last term she rarely spoke up, but now actively seeks clarification to close knowledge gaps.

Meanwhile, a Year 6 learner who used to skip over tricky geometry tasks recently applied earlier formula work to solve new area questions without prompting, finishing all ten problems accurately on her own.