Year 5 Scarlett focused on identifying Greek and Latin roots in vocabulary and practiced applying prefixes and suffixes, as well as editing sentences for correct punctuation use.

Year 11 Aimee worked through advanced stoichiometry calculations, including mole-mass conversions, and revised key concepts in organic chemistry ahead of her SAC using targeted practice questions.

Meanwhile, Year 12 Charli reviewed the adaptive immune system by tackling exam-style questions and recapped CRISPR-Cas9 gene technology principles from earlier units.

In Year 11 Chemistry, Aimee often became overwhelmed by multi-step problems and sometimes overcomplicated questions instead of breaking them down. As one tutor noted, "I demonstrated how to summarise the essential features before answering," but Aimee tended to rush into answers without first clarifying what was required or using available resources like the oxidation table.

Meanwhile, in Year 4 English, Scarlett's reluctance to write her ideas due to fear of error made it hard for her to transfer creative thoughts onto paper—her drafts were left incomplete or overly hesitant. This meant feedback on structure and grammar couldn't be fully applied during revision.

One Queens Domain tutor noticed Aimee, a senior high school student, independently attempted advanced stoichiometry questions before their session—she hadn't yet covered the topic at school but tackled it using recently learned strategies and asked targeted questions to fill any gaps.

Charli, also in high school, demonstrated new initiative by actively identifying her weaker areas in biology and clarifying them during tutoring, rather than waiting for direction.

In a recent primary-level session, Scarlett completed the research phase solo of her biography project and arrived ready with insightful facts about Marcia P. Johnson to use in her draft.