Year 12 Aimee focused on revising Food Chemistry for an upcoming SAC, using her attempted practice exam questions to target areas needing clarification.

Year 12 Charli continued work on the evolution topic by reviewing class notes and applying knowledge through relevant exam-style questions.

For Year 12 Alissa, revision was centred around Food Chemistry as well, drawing from her own notes and a set of targeted revision questions to address weaker points ahead of assessment.

A Year 11 Chemistry student often became overwhelmed by multi-step problems, leading to missed marks when she didn't break questions into smaller parts—"I demonstrated how to summarise the essential features before answering," noted her tutor.

In Year 3 English, a student hesitated to begin creative writing, delaying drafts out of fear her ideas weren't good enough; listing thoughts as dot points helped her get started.

For a senior Biology student, over-reliance on notes prevented quick recall in short-answer tasks. These habits meant time was spent correcting or second-guessing rather than building confidence with new material.

One Montrose tutor noticed that **Aimee has started attempting advanced Chemistry questions on her own** before lessons—something she hadn't tried previously. She now openly pinpoints which steps or ideas don't make sense to her so they can focus together, instead of quietly moving on.

Charli, in Year 11 Biology, has become more proactive by **asking clarifying questions whenever something is unclear** and highlighting areas she wants to work on each session.

Meanwhile, Cameron in Year 7 wrote a creative short story with enthusiasm and **confidently accepted feedback for improving grammar** and punctuation.