Year 7 student Adaa focused on revising changing decimals to fractions and vice versa, as well as adding, multiplying, and dividing fractions, working through diagnostic test questions for consolidation.

In Year 10, Georgia practised expanding binomial equations—specifically (a+b)^2 and (a-b)^2—and explored the difference of two squares by expanding expressions like (a+b)(a-b).

For Year 11, Lachlan tackled balancing thermochemical equations in Chemistry and compared fossil fuels with biofuels, including calculations involving heat of combustion using specific heat capacity.

Several process-related habits are holding back progress across year levels.

In Year 12 Biology, one student hesitated to answer exam-style questions and left answers blank when unsure—"she shies away when answering," as a tutor noted—missing opportunities to apply feedback and clarify misconceptions.

Meanwhile, in Year 10 Maths, incomplete homework was an ongoing issue; arriving without the homework book meant missed revision and slow recall of percentage and divisibility rules.

A Year 7 learner struggled with showing step-by-step working for positive and negative integers, making it difficult to identify errors or track improvement during practice.

Confidence gaps frequently led to hesitation rather than active problem-solving, especially on complex topics or multi-step questions.

One Bacchus Marsh tutor noticed a Year 10 student who previously hesitated to ask for help now actively requests clarification during biology sessions and even prepares questions in advance.

Another high school student showed a concrete turnaround in algebra—after struggling with binomial products, she started making her own summary notes before lessons and tackled new problems without waiting for guidance.

Meanwhile, a primary schooler who was initially shy about tackling worded maths questions began explaining her reasoning aloud and completed all the problem-solving tasks in this week's homework independently.