Year 5 Scarlett focused on improving her understanding of sentence structure, including independent and dependent clauses, and practiced editing for correct punctuation such as commas and hyphens using short writing tasks.

Year 11 Aimee worked through stoichiometry problems with a focus on mole-mass conversions, and later reviewed practice exam questions to consolidate her knowledge in Organic Chemistry.

Year 12 Charli revised the adaptive immune system by answering targeted questions, then moved on to applying knowledge about CRISPR-Cas9 gene technology through discussion and practice exam items.

In Year 10 Chemistry, Aimee tended to overcomplicate multi-step questions and became overwhelmed by details—her tutor observed, "I demonstrated how to summarise the essential features of the questions and convert these to a meaningful form."

She also sometimes skipped labelling units in calculations, which led to errors during practice SACs.

Meanwhile, Scarlett (Year 6 English) often rushed written answers or hesitated at the start of creative tasks due to self-doubt; this resulted in incomplete first drafts and missing detail.

For Huy (Year 12 Biology), depth was lost when he didn't fully develop short answer responses despite understanding content.

A Year 12 chemistry student, Aimee, has started openly expressing uncertainty about concepts and now asks for clarification instead of pushing ahead confused—she recently applied a new problem-solving strategy to a tough equilibrium question she'd previously struggled with.

Charli, in Year 11 biology, demonstrated more independence by drawing diagrams from memory and checking her understanding without relying on notes, after initially hesitating to work without support.

Meanwhile, Zane in Year 8 took the initiative to paraphrase an article's main points and confidently asked for definitions when he hit unfamiliar words.