Year 4 student Cameron worked on recognising adverbs and building simple sentence structure, then wrote a creative piece using newly learned adverbs.

In Year 11 Chemistry, Aimee revised stoichiometry calculations—focusing on mole-mass conversions—and tackled practice exam questions on combustion reactions and specific heat of water.

Charli, in Year 12 Biology, reviewed the adaptive immune system and applied her understanding through targeted multiple choice and short answer questions from recent school assessments.

A Year 10 student's chemistry notes revealed frequent difficulty when complex questions became overwhelming; as the tutor observed, "she overcomplicates problems instead of breaking them down," which led to missed steps and confusion during stoichiometry and equilibrium practice.

Meanwhile, a Year 4 student struggled to transfer creative ideas into clear written work—skipping the initial draft phase and hesitating to commit thoughts to paper, making it hard for her to revise or proofread effectively.

In both cases, avoidance of process strategies (breaking tasks down, drafting ideas) resulted in slower progress and increased frustration during revision sessions.

Aimee has become much more proactive—she now highlights areas she's unsure about before sessions and asks targeted questions, rather than waiting for prompts.

Charli recently showed initiative by attempting practice questions on new biology topics ahead of time and confidently explained her reasoning during the session.

Meanwhile, Scarlett (Year 7) independently completed research for her biography project and brought insightful facts to shape her draft, a big step up from needing frequent guidance earlier in the year.