Year 5 student Baylee worked on converting between mixed and improper fractions, as well as finding percentages of whole numbers by expressing them as fractions and multiplying.

In Year 10, Theo focused on English comparative essay skills, including structuring introductions and body paragraphs for Section B (using The Hate Race and Charlie's Country), and grouping evidence to develop strong arguments.

Meanwhile, Year 11 student Cameron practised creative writing responses for Station Eleven, exploring how to plan ideas around characters and themes before expanding drafts for his upcoming SAC.

A Year 12 English student hesitated to write down ideas, worrying too much about perfect phrasing, which meant he struggled to transfer his thoughts to the page. This led to paragraphs that lacked depth and left little time for editing.

In VCE English, not memorising enough quotes also limited evidence used in essays—planning and quote recall need more routine practice.

Meanwhile, a Year 8 maths student had messy long division layouts and sometimes forgot where answers belonged on the page, causing confusion during problem-solving.

When practicing fractions, skipping working steps resulted in small errors that took extra time to fix mid-lesson.

A Wonga Park tutor noticed that Cameron, a Year 11 student, now asks clarifying questions during English sessions rather than staying quiet when confused—he recently applied this by discussing persuasive techniques in a new text.

In Year 10, Theo has started grouping evidence and forming his own analysis in essay planning, where previously he would just rephrase material; last session he successfully built paragraphs around both main and minor characters.

Meanwhile, Elsie in Year 4 has moved from struggling with carrying and borrowing in vertical addition to confidently adding two- and three-digit numbers together by the end of her lesson.