Year 4 student Cameron worked on **brainstorming and planning for a book-based essay**, as well as practising short creative writing pieces with a focus on using adverbs effectively.

Year 11 student Charli reviewed key concepts from the evolution topic in Biology by working through her class notes and **applying her understanding to exam-style questions**.

Meanwhile, Year 12 Chemistry student Aimee revised Food Chemistry content for an upcoming SAC, using **practice exam questions she had attempted beforehand to target areas needing extra support**.

In Year 10 Chemistry, Aimee sometimes became overwhelmed by multi-step questions, leading her to overcomplicate answers rather than break them into manageable parts. As a tutor noted, "she needs to summarise essential features before jumping in."

Meanwhile, Scarlett (Year 7 English) hesitated to start writing tasks due to self-doubt and often rushed through reading passages, skipping words and missing key details.

In Year 11 Biology, Charli tended to avoid regular revision of complex terminology—this left her less confident during discussions on the immune system.

Each habit meant valuable time was spent correcting misunderstandings instead of building new skills.

One North Hobart tutor noticed Aimee taking initiative by attempting advanced stoichiometry problems before they were covered in class, then applying feedback to improve her approach.

Charli has become more proactive—she now highlights specific areas of uncertainty during sessions and asks targeted questions to deepen her understanding, especially in biology topics like cellular respiration.

Meanwhile, Zane showed new independence by paraphrasing main points from an article in his own words and openly seeking definitions for unfamiliar terms during reading activities.