Year 10 Samuel worked through extended response and exam-style questions on calculus, probability, and data distributions, focusing on both textbook chapters and practice SACs.

For Year 11 Arham, sessions targeted bearings using trigonometry in worded problems as well as concepts of simple and compound interest.

Meanwhile, Year 9 Sophia focused on algebraic simplification—specifically factorising expressions—and applied indices rules to real-world contexts like calculating interest rates.

A Year 4 student continued to rely on mental calculations for multiplication, avoiding pen-and-paper working; as noted, "she needs to keep the pen on paper instead of thinking in her mind," which led to errors when facing harder division tasks.

In Year 11 Maths Methods, one student had not completed coursework five days before a SAC, meaning valuable revision time was lost.

Meanwhile, a Year 12 student arrived expecting a practice SAC that wasn't available—lesson time was spent deciding what to do instead of focused study.

For several senior students, incomplete or missing work repeatedly delayed targeted exam preparation.

A tutor in South Morang noticed that a Year 10 student, who previously hesitated to ask for clarification, is now willing to voice questions during sessions instead of guessing—especially when working through unfamiliar problem types.

Another high schooler has started tackling complex homework independently and completed a challenging assignment without needing step-by-step guidance, which marks a shift from her earlier reliance on prompts.

In primary, one student remembered the order of operations unaided and solved problems using it correctly after struggling with this skill last month.