Year 4 student Scarlett focused on improving sentence structure by practicing with independent and dependent clauses, and explored word relationships through activities involving synonyms, antonyms, and analogies.

Year 11 student Aimee worked through stoichiometry problems such as mole-mass conversions and balancing equations, then moved on to revision of organic chemistry concepts in preparation for an upcoming SAC.

Meanwhile, Year 12 student Charli concentrated on the adaptive immune system by applying her knowledge to relevant exam-style questions and also reviewed evolution content using class notes and practice questions.

In Year 11 Chemistry, Aimee sometimes became overwhelmed by complex questions, leading her to overcomplicate answers rather than break them down into manageable parts. As one tutor noted, "She needs to be more meticulous when applying the rules because it is easy to make small errors."

In Year 7 English, Scarlett tended to answer sentence structure questions too quickly without fully processing them—she would realise immediately after that she'd misunderstood or missed key elements.

For both students, skipping careful revision and not systematically reviewing marked-up feedback led to repeated mistakes in later tasks and reduced their confidence when new material was introduced.

One Mount Stuart tutor noticed Aimee taking real initiative by tackling chemistry questions before they'd even been covered in class and then applying new methods independently—something she hadn't attempted before.

Charli, also in high school, has shifted from quietly working to now actively asking clarifying questions during sessions and using diagrams when unsure, which helps her check her own understanding.

Meanwhile, Zane made noticeable progress in English by reading an article aloud with clear expression and confidently paraphrasing its main points after initially struggling to summarise information on his own.