Year 5 student Daniel worked on adding and subtracting fractions as well as practicing 24-hour time to support current classwork.

In Year 10, Vien focused on developing main arguments for a practice essay and refined sentence structure for greater clarity.

For Year 11, Tanya revised algebraic factorisation methods such as the difference of perfect squares and practiced grouping techniques using recent worksheets.

A Year 8 student sometimes avoided harder maths tasks, choosing to revise only familiar material—"he'd pick known topics and leave the rest," one tutor observed—leading to patchy confidence when new problems arose.

In Year 6, another student repeatedly forgot to bring in school homework and relied on verbal explanations rather than writing out her working, especially in big-number calculations.

Meanwhile, a Year 12 English learner's strong ideas were often lost due to "wordy language" and uncertainty about how best to communicate them during essay planning. This hesitance left some arguments underdeveloped during practice SACs.

A Monbulk tutor noticed a real shift in Vien's approach to essay writing—after struggling with unclear paragraphs, he was able to spot what made his second attempt much clearer and even proofread for errors himself.

In Year 9 maths, Maya went from needing her notes for every division question to finishing a timed speed round in just two minutes without any prompts—a huge leap from previous weeks where she hesitated and double-checked each step.

Lizzie, a senior student, began actively challenging ideas during text analysis sessions; instead of just accepting feedback, she introduced her own interpretations while embedding quotes confidently.