Year 4 student Scarlett practised identifying and using Greek and Latin roots in vocabulary, as well as applying rules for prefixes and suffixes in word-building activities.

In Year 11 Chemistry, Aimee revised stoichiometry with a focus on mole-mass conversions, then worked through practice questions on organic compound IUPAC naming.

Year 12 Biology student Charli recapped content on the innate and adaptive immune systems by answering targeted multiple-choice questions and reviewing key principles from recent class notes.

In Year 10 Chemistry, Aimee sometimes became overwhelmed by multi-step questions and "overcomplicated the nature of some questions," as her tutor observed.

She occasionally missed key details in exam-style problems by not breaking them into manageable parts, leading to confusion about which rules or equations to apply.

Meanwhile, Scarlett (Year 7 English) tended to answer quickly without processing, often skipping words when reading aloud—this made it harder for her to spot run-on sentences or craft detailed responses.

During creative writing, hesitation and doubt caused delays; her initial ideas stayed unstructured instead of being shaped into a draft.

In Year 11 Chemistry, Aimee started attempting stoichiometry questions ahead of lessons, even on topics not yet taught at school—showing new initiative and willingness to tackle challenges early.

Meanwhile, Charli (Year 12 Biology) moved from hesitation to actively asking clarifying questions during sessions and began drawing her own diagrams to test understanding without notes.

At a younger level, Cameron demonstrated more independence by bringing their creative writing draft for feedback and openly incorporating suggestions into revisions.