Year 11 Aimee worked on **stoichiometry problems** including mole-mass and mass-mole conversions, then revised organic chemistry by practising IUPAC naming and reviewing exam-style questions.

In Year 12 Chemistry, Alissa focused on **galvanic cells and heat energy**, tackling past exam questions and in-depth Food Chemistry revision for an upcoming SAC.

For Year 12 Biology, Charli recapped the **innate and adaptive immune systems** using multiple choice and short answer questions, and applied her knowledge to recent Unit 4 content on evolution.

A Year 9 student in English struggled to transfer strong ideas into written work, often stalling at the first draft stage; as a tutor noted, "listing ideas as dot points helped her start writing."

In senior Chemistry (Year 12), one student became overwhelmed by complex questions and overcomplicated answers instead of breaking problems down—this led to missed marks on SACs.

Another student in Year 8 frequently skipped careful proofreading, resulting in persistent grammatical errors even after corrections were suggested.

In each case, hesitancy to revisit feedback or develop revision routines meant misunderstandings lingered until addressed directly in session.

One Old Beach tutor noted that Aimee, a senior high school student, recently tackled challenging Chemistry topics she hadn't yet covered in class—she applied new strategies to equilibrium questions and now voices her uncertainties right away rather than staying quiet.

Charli, another high schooler, has begun highlighting areas of confusion during sessions; instead of glossing over what she didn't know, she proactively asked for clarification and then showed better understanding when applying concepts to context-based problems.

In Year 7 English, Scarlett independently researched and gathered facts for her biography draft on Marcia P. Johnson before the session.