Year 11 student Tom reviewed balancing redox reactions in Chemistry, focusing on identifying **oxidised and reduced species** and correctly balancing electrons, and also tackled tricky logarithmic functions in Maths.

For Year 12 student Sam, lessons addressed **integration techniques** in Maths Methods using a worksheet of varied questions, along with feedback and guidance on his Specialist Maths assignment draft.

Meanwhile, Year 10 student Bonnie worked through financial maths concepts like **annuities and compound interest**, as well as time zone calculations within Earth Geometry.

A Year 11 Chemistry student faced a setback when a computer crash resulted in significant lost assignment work; this disruption made it difficult to organise and reassemble key experiment details before the next deadline.

In Year 10 Mathematics, as noted, "needs to put the pieces together to develop the final strategy for the assignment"—uncertainty about structuring longer responses slowed progress on complex function questions.

For a Year 4 learner, homework was frequently incomplete or missing, which meant less practice with multiplication tables and delayed improvement in word problems.

When tired after school, a Year 6 student struggled to maintain focus, so key steps were often skipped or written unclearly.

One Westbrook tutor noticed a real shift with a Year 12 student: after previously struggling to interpret inconsistent data in Chemistry, he now adapts his approach mid-question, modifying answers based on what the evidence actually shows rather than forcing an expected result.

In another high school session, a Year 10 student who used to rely heavily on hints is now independently working through integration problems and even recognising where positive and negative areas come into play.

Meanwhile, a Year 4 learner—who once avoided reading aloud—is now volunteering to read new passages during sessions, showing much more willingness to try without prompting.