Year 5 Daniel worked on stacked multiplication with larger numbers and practised rounding and place value skills through targeted questions.

In Year 7, Taiya reviewed operations with decimals by solving worded problems and reinforced knowledge of BIDMAS (order of operations) using a range of mixed equations.

Meanwhile, Year 8 Riley focused on understanding probability concepts and completed exercises to apply probability language to real-life scenarios.

Prioritising known topics and avoiding harder tasks during maths revision resulted in less exposure to new problem types before assessment for the Year 9 student.

In VCE Maths, homework was left incomplete in several weeks, with practice exam questions and revision left unfinished—this led to less confidence in timed settings.

For a Year 11 English essay, one student rushed to answer by focusing on a single idea rather than planning for breadth: Needs to think 'big picture' instead of zoning in immediately.

During a senior language lesson, forgetting materials delayed starting the syntax revision task.

One Avonsleigh tutor noticed a big shift in a Year 10 student who used to struggle with structuring essays—after working together to brainstorm ideas, he could clearly explain how his second draft was much better than his first.

A Year 7 maths student, Daniel, had always hesitated with multi-digit multiplication but now works through new problems unaided and even asks for extra questions to practise.

Meanwhile, in primary sessions, Riley has begun recognising words like "stop" from street signs on his own and tries to sound out unfamiliar words instead of giving up straight away.