Year 4 student Taiya practised solving one- and two-digit multiplication questions and tackled worded problems, while also working on spelling spoken words.

Year 8 student Codi revised circular functions in preparation for an upcoming exam and reviewed how to apply Pythagoras' Theorem to both direct calculations and worded problems.

Meanwhile, Year 10 student Erin focused on simplifying surds—including addition, subtraction, multiplication, and division of surds—and revisited the concept of irrational numbers.

In Year 9 mathematics, one student relied heavily on calculators and avoided practicing calculations by hand—especially with times tables—making them less confident when working without aids. As a tutor observed, "She could practice her calculations by hand to prepare for situations where a calculator may not be available."

Meanwhile, a senior student in English struggled to communicate nuanced ideas in essays, often using wordy sentences that muddled meaning; this caused uncertainty when forming contentions and expressing arguments under exam conditions.

In both cases, these process habits led to slower progress and moments of visible frustration during lessons.

One Yarra Junction tutor noticed a real shift with a Year 10 student who previously hesitated to share her ideas during English sessions—this week, she confidently analysed a complex poem and developed original interpretations without prompting.

In Year 7 maths, Maya set herself the challenge of completing division speed rounds more quickly; after weeks of gradual progress, she managed to finish all questions in just two minutes, cutting her previous time by over half.

Meanwhile, a younger student who once avoided tricky words now tries to sound them out independently rather than giving up, especially when reading aloud together.