Year 3 student Charlotte practised addition strategies like bridging to 10 and using near doubles, then started exploring basic subtraction approaches with hands-on games.

In Year 10, Sarah worked through data analysis concepts by interpreting real datasets and discussed sampling versus population in statistics.

Meanwhile, Year 11 student James focused on methods topics including circular functions and their graphs, as well as applying differentiation rules to practical problems.

In Year 3, one student repeatedly forgot to write titles and labels in maths work, making it difficult to keep track of different problem types—"remembering to write titles and labels" was a sticking point.

For a Year 8 student, over-reliance on guessing instead of writing out the full carry/trading process led to errors in addition homework ("most addition homework was attempted as subtraction").

In senior physics (Year 11), a student avoided completing textbook questions independently; the tutor noted "needs more practice individually," which left gaps in applying force vector methods during assignments.

A tutor in Kilmore East noticed a Year 8 student who used to hesitate on graphing tasks now sets up graphs independently and answers related questions with clear explanations.

In a recent Year 10 session, one student who often guessed quietly when stuck has started openly asking for help on challenging physics problems—she's now more engaged and tries multiple approaches.

Meanwhile, a Year 12 student tackling exam-style maths questions moved from struggling with theory-based sections to using critical thinking strategies to solve complex torque and kinematics problems, even completing the last set of exam questions without assistance.