Year 8 student Ali worked on basic trigonometry and finding the area of composite shapes, focusing on breaking down complex diagrams.

In Year 10, Zoe revised solving two-step equations and practiced algebraic factorisation with targeted examples from her classwork.

For Year 12, Mia tackled critical path analysis in networks by drawing network diagrams and calculating earliest start/finish times, as well as working through HSC-style questions on minimum spanning trees.

In Year 9, one student's tendency to only show partial working in multi-step ratio and financial problems meant "steps for 3–4 mark questions were skipped," leading to lost marks despite knowing the process.

A Year 12 student preparing for HSC finance found it challenging to read complex questions closely—she sometimes missed rounding instructions or key details, as noted: "reading question carefully to understand exactly what is being asked" was flagged as an area for growth.

In Year 10 trigonometry, another student's reliance on memorised rules over understanding relationships between graphs and formulas slowed progress with non-right-angled triangles.

Andrea, who previously struggled to spot her mistakes, is now actively recognising where she goes wrong on exams and can explain better approaches herself.

In another session, Laaibah—who once hesitated on multi-step network problems—now works through minimum spanning tree questions independently and even explains her reasoning out loud.

For a younger student, picking up two-step equations had been tricky at first, but last week he solved a challenging composite shape problem using trigonometry with little prompting.