Year 10 student Codi revised circular functions ahead of an exam and practiced applying trigonometric ratios to different problem types.

In Year 9, Ayelet focused on simplifying surds and indices, with particular attention to using index laws and performing operations like multiplication and division.

Meanwhile, Year 8 student Emma worked through converting decimals to fractions and vice versa, as well as reviewing test material involving direct numbers for greater accuracy.

A Year 8 student sometimes avoided writing down their working in maths, especially when adding and subtracting larger numbers, preferring to "do it in my head"—which led to confusion when checking answers later.

In Year 5, a student was hesitant to complete homework independently; although she understood multiplication with guidance, she struggled alone and left written practice incomplete during the week.

A VCE English student showed strong ideas but tended to write overly long sentences that lost impact; as one tutor put it, "her language is a little too wordy," making her argument less clear under SAC time pressure.

A tutor in Gruyere noticed a big change in Maya (Year 5), who now speeds through division rounds—finishing 10 questions in just 3.5 minutes compared to struggling with the steps and relying on her notes at first.

In a recent high school session, Ayelet showed new independence by solving surd problems and applying index laws without reaching for her calculator, which she depended on heavily before.

Meanwhile, Lizzie (Year 11) not only embedded quotes seamlessly into her English essay but also brought up fresh ideas during analysis, taking ownership of the discussion rather than waiting for direction.