Year 12 student Grace worked on differentiating exponential, trigonometric, and polynomial functions using **chain, product, and quotient rules**, including applying substitutions for trig differentiation.

In Year 11, Alex tackled **anti-differentiation of polynomials and composite functions with u-substitution and reverse chain rule methods**, explored integration notation, and learned how to find original functions from derivatives with initial conditions.

Meanwhile, Year 10 student Jamie focused on **rearranging physics equations** like Ek = ½mv² and Ep = mgh to solve problems, then applied these skills by interpreting a Sankey diagram for energy transfers in a bouncing ball scenario.

Several high school students had issues with organization and note-taking.

For example, a Year 10 student did not bring prepared notes to a test review session and "lost a lot of the notes that I gave him to review for his test," making it difficult to attempt questions independently.

In Year 11, unstructured working in calculus made choosing correct formulas harder during problem-solving.

Another senior student skipped taking notes on definitions before an upcoming assessment; as noted, "she did not focus on definitions" and was underprepared for the test.

Earlier years showed difficulty laying out algebra steps clearly, which slowed progress when rearranging equations.

One Jane Brook tutor noticed a Year 11 student who used to avoid asking questions now actively raising exam-related queries and tackling differentiation problems solo, which marks a big shift from previous hesitancy.

In a Year 8 session, a student who struggled with organising notes began sorting their work more methodically and started clarifying confusion as it arose, rather than letting mistakes go unchecked.

Meanwhile, in primary years, Jazmine—once anxious about division—embraced hands-on activities and was soon using her times tables to solve multi-digit division independently. She even chose to revisit challenging topics without prompting.