Year 5 student Cameron practised identifying and using adverbs in sentences, then wrote a creative piece incorporating adverbs for variety.

In Year 11 Chemistry, Aimee focused on mole-mass and mass-mole stoichiometry conversions and applied her understanding to combustion-type stoichiometry questions.

Meanwhile, Year 12 Biology student Charli revised the adaptive immune system by answering relevant practice questions and recapped principles of CRISPR-Cas9 gene technology through discussion and short answer activities.

A Year 10 student working on chemistry often rushed through multi-step problems without recording all units, leading to "mistakes that could have been avoided if she spelled out her workings," as a tutor observed.

In English, a Year 7 student hesitated to start writing personal pieces, doubting her ideas and stalling at the planning stage. She struggled to translate creative thoughts into written work, sometimes leaving drafts unfinished or unclear.

For a senior biology student, overcomplicating long-response questions led to confusion and missed marks, with the student becoming overwhelmed by details rather than breaking down questions into manageable parts.

One Glenorchy tutoring session saw a high school student, Aimee, take real initiative by attempting advanced stoichiometry questions on her own before class—something she hadn't tried previously.

In another case, Charli, also in high school, shifted from quietly listening to actively asking targeted questions and highlighting her own areas of confusion, leading to more focused support and clearer understanding of cellular respiration pathways.

For a younger student, Cameron showed new independence by drafting creative writing pieces solo and then eagerly seeking feedback to refine grammar and punctuation together with the tutor.