Year 4 student Scarlett focused on identifying and using Greek and Latin roots in words, followed by quick activities on prefixes, suffixes, and applying punctuation rules such as commas and hyphens.

Year 12 student Aimee revised stoichiometry calculations with an emphasis on mole-mass conversions, then moved onto tackling exam-style questions in Organic Chemistry.

Meanwhile, Year 12 student Charli concentrated on the adaptive immune system by working through related practice questions and also reviewed principles of CRISPR-Cas9 gene technology.

In Year 11 Chemistry, Aimee sometimes became overwhelmed by multi-step questions, leading her to overcomplicate rather than break problems down. As one tutor noted, "She needs to slow down and use diagrams or equations to simplify."

In Year 7 English, Scarlett often skipped words while reading aloud and hesitated to ask clarifying questions when confused; this occasionally led to misunderstanding sentence structure tasks.

Huy in Year 12 Biology tended not to provide enough depth in short answer responses—feedback was given on developing fuller explanations using key terminology.

Missed opportunities for regular revision contributed to these issues across subjects.

One West Hobart tutor noticed a real shift in Aimee's approach to chemistry: she now openly flags any areas of confusion during sessions and patiently works through challenging concepts, instead of moving on uncertain.

In another session, Charli demonstrated new initiative by highlighting her weaker topics for focused revision—something she hadn't done before—and then successfully applied her knowledge to answer the targeted questions.

Meanwhile, Zane, a younger student, tackled an article analysis by reading aloud fluently and asking for word definitions when needed, finishing with his own clear paraphrasing of the main points.