Year 5 student Krisztian reviewed multiplying and dividing fractions as well as converting between simple and complex fractions.

For Year 9, Austin practised crafting text responses in English—specifically for "The Crucible"—and completed a biology report based on his recent experiment.

Meanwhile, Year 10 student Olivia focused on percentage calculations and revised fraction addition and subtraction, also working through strategies for two-decimal long division and multiplication.

A Year 11 English student struggled to start essays and often hesitated, worrying about "getting it right" rather than putting ideas down—this hesitation was especially visible when drafting introductions. As one tutor noted, "he needs to back himself because he can do the work really well."

In contrast, a Year 5 maths learner would sometimes blurt out guesses instead of working through problems on paper, especially with tenths and hundredths, which led to frustration and lost confidence.

Both scenarios meant more time spent stuck or circling errors instead of building skills or finishing tasks.

One Mount Moriac tutor noticed a big shift with a Year 10 student who used to second-guess himself on worded maths problems—this week, he worked through them independently after some encouragement, showing much less hesitation than before.

In a high school English session, another student who struggled to structure essays was able to plan and write strong introductions and conclusions for a text response without prompting, even offering quotes that fit the topic.

Meanwhile, in primary maths, a younger student took the initiative to make times tables flashcards up to 12 on his own at home.