Year 6 student Mitch worked on planning and editing a creative writing short story, focusing on making his writing style more engaging and refining tense and characterisation.

For Year 11 Chemistry, Lucy reviewed types of chemical bonds—covalent, ionic, hydrogen—and practised identifying polarity in molecules.

Meanwhile, Year 12 English student Sam analysed persuasive techniques in VCAA argument analysis exams, comparing tone and arguments across sample articles and practising structured essay plans using CCCTAP methods.

A Year 9 student did not complete a short story over the break, meaning lesson time was spent planning instead of giving feedback on writing.

In VCE English, one student had difficulty drawing out meaning in terms of film techniques for 'On the Waterfront,' and hesitated to share ideas despite good insights.

A Year 8 maths student sometimes jumped to conclusions before reading questions carefully—this led to avoidable errors when interpreting worded problems.

Meanwhile, a primary student left assigned homework unfinished and struggled to recall times tables quickly during practice, making it harder to keep up with new content in sessions.

During one Ivanhoe East tutoring session, a Year 10 student shifted from waiting for hints to tackling analysis questions independently. This showed new persistence in breaking down film themes before asking for help.

In VCE English, another student who previously hesitated to use evidence began actively selecting and justifying quotes in essays without tutor prompts.

Meanwhile, a Year 4 learner who once made frequent "silly mistakes" on times tables started working more neatly and self-checking answers out loud, recently scoring full marks on her 3s and 4s.