Year 4 student Ray practised multiplication facts and tackled multi-step addition using written strategies.

In Year 9, Aisha worked on simplifying surds and indices, then applied binomial expansion techniques to algebraic expressions.

Meanwhile, Year 11 student Emily explored matrix arithmetic—addition, subtraction, and multiplication—solving related word problems with real-world context.

In Year 10, Lyla had not completed her assigned maths homework, which left gaps when tackling revision tests on previously covered topics—her understanding slipped on session 2 material even though she recalled session 1 content.

In VCE Biology, Ariel hesitated to answer follow-up questions and struggled to explain his reasoning; as one tutor noted, "he needs to work on his confidence in explaining his thought process."

For a Year 8 student, relying on mental calculations in algebra led to skipped steps that made it hard for anyone else (including teachers) to follow the logic.

A tutor in Parwan noticed that a Year 10 student who'd fallen behind during remote learning is now catching up, especially after starting to ask for help mid-problem instead of just guessing—something he never did before.

Another high schooler recently improved her quiz score from 8/14 to 12/17, and finished faster this time, showing she's not only grasping the material but becoming more willing to try questions even when unsure.

Meanwhile, a younger student in Year 3 has begun saying her working out aloud and writing every step for tricky addition problems; previously, she'd freeze up and stay quiet if she got stuck.