Year 4 Ryan focused on planning a dinner menu for a party as part of a maths assignment, using budgeting and calculations with decimals.

In Year 10, Emily worked through trigonometry questions involving bearings, using diagrams to visualise the problems, while also revising key angle rules.

For Year 12, Alex tackled complex engineering exam content such as bending moments and circuit theory, breaking down folio requirements and discussing how to apply tools like truss calculators for design tasks.

During a Year 11 Engineering session, one student was encouraged to "actively ask and bombard his teachers with questions" but tended to rely heavily on school resources rather than taking initiative during assignment planning.

In Year 10 Maths, another student struggled to attempt more challenging problems independently, often practicing only familiar tasks instead of pushing into new material.

For a Year 7 Science task, avoidance of research and minimal written effort meant assignments remained unfinished.

Meanwhile, in Year 4 English, skipping lines and messy handwriting made it difficult to track progress—spelling errors went unchecked as work became harder to review.

A tutor in Cooroy recently noticed some great shifts across different students. One Year 11 student, who previously hesitated to start assignments early, has begun tackling maths work independently and is now confident enough that the tutor recommended Mathematical Methods—a big leap from last term's uncertainty.

In a junior session, a Year 4 student who used to rush through spelling lists now slows down and actually asks questions when unsure, instead of guessing.

Meanwhile, a Year 9 learner was noticeably more focused during food tech tasks, calculating costs for recipes with much more engagement than usual—finishing all her calculations without prompting.