Year 5 student Raphael focused on division, multiplication, and working with factors, using hands-on activities to strengthen understanding.

For Year 11, Chloe practised analysing persuasive techniques in famous political speeches and participated in short debates to build her argument skills.

Meanwhile, Year 12 student Mia worked on refining TEEL essay structure and discussed how political and historical realities connect to key themes within her text studies.

In Year 8 English, a student's ideas were described as "fantastic," yet their written communication lacked clarity—long, wordy sentences made arguments hard to follow and impacted essay structure.

During VCE-level sessions, another student hesitated to trust their instincts when analysing persuasive techniques, often second-guessing interpretations instead of articulating them confidently.

In primary maths, one student avoided writing out working for addition and subtraction, preferring mental calculations; this led to missed steps and confusion when tackling larger numbers ("she tends to add and subtract big numbers in her head rather than writing down her working out").

Homework completion was inconsistent across year levels, with students sometimes not bringing required materials or only practicing familiar tasks.

A tutor in Kilsyth noticed a real shift with a Year 10 student who, after struggling to make her arguments stand out, now embeds quotes and develops ideas during discussions—she even introduced new perspectives without prompting.

Meanwhile, a Year 7 student who once relied on written notes for every division problem now completes speed rounds unaided in under three minutes, explaining her steps out loud and setting her own time goals.

At the primary level, one student who previously hesitated to ask for help began highlighting specific areas of confusion herself, which allowed sessions to target exactly what she needed.