Year 12 Engineering student worked through bending moments and complex truss design, using a calculator for measurable ideas, as well as circuit theory and an introduction to nuclear physics.

For Year 11, exponential probability distributions were explored, including mean calculations using integrals, alongside polynomial long division and function review.

Meanwhile, a Year 5 student focused on percentages and ratios as well as understanding place value with decimal numbers.

In Year 11 Engineering, one student was hesitant to seek clarification from teachers about assignment expectations or QCAA requirements—"he must actively ask and bombard his teachers with questions"—which led to uncertainty when adapting exemplar tasks.

In another senior lesson, over-reliance on school-provided resources limited initiative during the design and prototyping phase.

For a different Year 11 session, poor planning ("the planning of what we were going to cover was not particularly ideal") meant less focused revision time.

Meanwhile, in primary maths, a student repeatedly left homework incomplete; for example, "Charlie didn't do any more of his homework in the last week," which meant key multiplication practice was missed.

One Alexandra Headland tutor noticed a Year 11 student who had struggled with second-guessing himself in maths now openly asking for tougher questions and even breezing through algebraic rearrangement—he finished his worksheet without needing reminders.

Meanwhile, a Year 8 student who used to rush through spelling is now carefully picking up her own mistakes and pausing to double-check her writing before moving on.

In primary, one enthusiastic learner recently constructed prepositional phrases aloud for the first time, showing new independence during reading activities.