Year 4 Jazmine worked on reading both 12 and 24-hour time as well as strengthening her times tables recall.

For Year 8 Myra, the session focused on adding and subtracting decimals and tackling time notation questions in preparation for an upcoming test.

Meanwhile, Year 10 student Ella reviewed surd conversion, addition, and subtraction—and practised using index laws through progressively more complex examples.

A Year 11 student arrived for test revision without any notes prepared, despite reminders; most of the session was spent searching for lost materials and re-reading definitions ("He has lost a lot of the notes that I gave him to review for his test").

In Year 8 maths, one student relied heavily on their notes for every question rather than building independent recall.

Another, in Year 5, often guessed answers quickly instead of processing questions—blurted responses meant she needed repeated redirection to engage with tasks properly.

During essay planning in Year 9 English, weak organization led to confusion over structure and missing key information under time pressure.

One Viveash tutor noticed a big shift in a Year 11 student's approach to algebra: after struggling with the laws of indices, he now confidently explains his reasoning aloud and asks for help as soon as he hits confusion—something he avoided before.

Another high schooler has started making her own cue cards for test revision after previously depending on class notes alone, showing new independence.

Meanwhile, in primary sessions, Jazmine—who was once terrified of division—used her times tables to split numbers into groups and recited the 4x table without hesitation by session's end.