Year 4 student Cameron worked on brainstorming and planning an essay based on a novel studied at school, and practiced identifying adverbs in creative writing tasks.

Year 11 student Alissa revised Food Chemistry concepts for an upcoming SAC by working through targeted practice questions and reviewing her notes, then focused on equilibrium calculations.

Meanwhile, Year 12 Biology student Charli consolidated her understanding of the adaptive immune system and evolution topics by tackling relevant exam-style questions and applying class notes to new scenarios.

In Year 11 Chemistry, Aimee at times became overwhelmed by complex multi-part questions, leading her to "overcomplicate the nature of some questions" and miss key details—especially when under time pressure.

In Year 9 English, Scarlett hesitated to begin creative writing tasks, doubting her ideas and stalling before putting words on the page; as a tutor observed, "she did very well once in the flow," but initial avoidance slowed progress.

Meanwhile, Cameron (Year 7) often made punctuation and grammar errors in early drafts due to rushing through planning and editing, requiring extra correction during review sessions.

One Otago tutor noticed **Aimee now tackles unfamiliar chemistry topics** by applying lesson strategies on her own and speaks up right away if something isn't clear—previously she'd hesitate before asking for help.

Charli, also in high school, has begun **flagging concepts she finds tricky** during sessions so they can be explored more deeply together; earlier, she'd wait until prompted.

In primary years, Scarlett recently **completed the research phase independently** of her biography project and brought detailed notes about Marcia P. Johnson to guide their drafting work together.