Year 10 student Codi focused on revising circular functions ahead of an upcoming exam, including applying sine and cosine rules.

With Year 11 student Ayelet, work centred on simplifying surds as well as operations involving addition, subtraction, multiplication, and division of surds for deeper understanding.

Meanwhile, Year 12 student Erin practiced identifying stationary points and explored their application to context-based problems in calculus using graph sketches.

In Year 9 English, one student's writing often became overly wordy—"sometimes her language is a little too wordy which can result in the sentence losing some meaning and impact"—making it hard to communicate ideas clearly in essays.

In VCE Maths, another student showed a strong preference for one multiplication method and was hesitant to try others, limiting flexibility during problem-solving.

A Year 7 maths student sometimes relied on calculators instead of practicing pen-and-paper calculations, especially with times tables and surds. This led to slower progress when asked to work without aids during lessons or tests.

A tutor in Silvan noticed that Maya, after weeks of needing her notes for every division problem, managed to finish a set unaided of 10 questions in just 3.5 minutes without looking at her yellow book—she even set herself a goal to do it faster next week.

Meanwhile, Lizzie (Year 11) has gone from repeating back ideas to developing her own interpretations during text analysis, recently making creative links between real-world events and themes from her literature class.

In Year 10 maths, Ayelet now works through surd simplification steps clearly on paper and often chooses the correct trigonometric ratio independently.