Year 4 student Cameron worked on identifying adverbs and constructing creative sentences, as well as brainstorming ideas for a book-related essay.

Year 11 student Aimee focused on balancing equations and stoichiometry calculations, including mole-mass conversions, then moved to revising key concepts in Organic Chemistry using practice SACs.

Year 12 student Charli covered the adaptive immune system and evolution topics by answering relevant exam questions and reviewing class notes to consolidate her understanding ahead of assessments.

A Year 10 student in English often hesitated to begin creative writing tasks, stalling due to self-doubt and "avoiding the writing task at bay," as one tutor noted. This led to incomplete drafts or delayed progress, especially when tackling personal pieces.

In VCE Chemistry, a Year 12 student regularly overlooked showing full working and labelling units during calculations, resulting in errors that could have been caught with clearer written steps.

For a Year 8 English learner, confusion over sentence structure was compounded by not revisiting marked-up corrections independently—missed opportunities for deeper learning lingered into subsequent lessons.

One Mornington tutor noticed a big shift in Aimee, a senior student, who now tackles unfamiliar chemistry problems independently before their session and openly pinpoints areas she wants to strengthen—previously, she'd hesitate or wait for guidance.

Charli, also in high school, recently began proactively highlighting her weaker spots during sessions and now asks targeted questions to clarify difficult biology concepts instead of quietly moving on.

Meanwhile, Cameron (Year 7) completed all adverb questions quickly and with full confidence—a leap from earlier sessions where they needed reassurance—and then drafted a creative story using feedback to improve grammar and punctuation.