Year 6 student Riley focused on times tables for higher numbers and explored fractions, decimals, and percentages, using visual aids like dominoes to reinforce understanding.

Year 11 student Zoe worked through quadratic models and arithmetic series in her maths homework, then analysed mistakes from a recent exam to deepen her grasp of compound interest and solving quadratics.

Meanwhile, Year 12 student Sanvi refined her chemistry assignment rationale and practiced questions on solubility and mole equations before shifting to advanced differentiation rules in Maths Methods.

A Year 10 student working on piecewise functions tended to overlook whether endpoints were open or closed, leading to confusion in graph interpretation—"she needs more revision on including and excluding points."

In Year 12 chemistry, the rationale section of a major assignment was left messy and unfinished, making it harder to structure arguments effectively.

Meanwhile, a Year 7 student repeatedly mixed up positive and negative signs when using the quadratic formula; as noted, "he should start realising that he cannot skip steps."

In primary maths, one learner struggled with layout: inconsistent units (cm vs m) were only noticed after errors had been made.

In Year 10, Zoe initially struggled with geometric sequences but managed to answer one correctly on her non-calculator exam—a first for her after several attempts.

Sanvi, a senior student, showed new initiative by starting early on her chemistry assignment and made clear links between key concepts without needing as much prompting as before.

Meanwhile, Trinity in primary school needed reminders at first but now independently applies strategies for the 6x tables and can add fractions with different denominators without extra support.