Year 4 student Scarlett focused on improving sentence structure by working with independent and dependent clauses, and practiced applying Greek and Latin roots in vocabulary activities.

Year 12 Chemistry student Aimee revised key organic chemistry skills using practice SAC questions, and consolidated her understanding of stoichiometry through detailed worked examples on mole-mass conversions.

Meanwhile, Year 12 Biology student Charli recapped adaptive immune system concepts before tackling relevant exam-style questions to reinforce knowledge ahead of assessments.

A Year 10 student in Chemistry often felt overwhelmed by complex questions, leading to overcomplicated answers and missed key details—one session note read, "she needs to break down the detail into smaller parts."

In Year 8 English, a reluctance to commit ideas to paper meant strong creative thoughts weren't making it into drafts; hesitation and fear of imperfection stalled progress on tasks like the Marcia P. Johnson biography.

Meanwhile, a Year 7 student's written work in punctuation was messy and contained repeated errors that were not always corrected after feedback. This resulted in time spent revisiting basics instead of building new skills.

One Howrah tutor noticed a real shift in Aimee, a senior high school student, who recently tackled chemistry questions on topics not yet covered at school—she attempted them before her session and applied new strategies with growing independence, even correcting previous mistakes using systematic approaches.

Charli, also in high school, has begun highlighting areas she feels less confident about and now actively asks targeted questions during sessions instead of staying silent when unsure.

In a younger year group, Scarlett independently completed the research phase for her biography project and brought thoughtful facts to draft discussions without prompting.