Year 11 student 112935 focused on advanced Engineering exam topics, including bending moments and truss design using a calculator, along with circuit theory and an introduction to nuclear physics.

Year 12 student 112937 worked through exponential probability distributions—specifically mean calculations using integrals—and also reviewed polynomial long division from Year 11 functions.

For primary, Year 4 student 16796 practised calculating percentages and ratios as well as understanding place value and working with decimals.

In Year 11 Engineering, one student relied heavily on school-provided resources during design tasks, rather than independently extending ideas or seeking clarification from teachers about assignment expectations—"he must actively ask and bombard his teachers with questions," noted a tutor.

Meanwhile, in a junior secondary maths session, incomplete research and avoidance of challenging problems stalled progress on both science and maths assignments.

For primary students, messy written work—including untidy number formation and inconsistent use of lines—made it difficult to follow solutions in basic arithmetic.

When planning or organizing tasks was overlooked, valuable lesson time was lost retracing steps instead of building new understanding.

One Noosa Heads tutor noticed a big shift in a Year 11 student who had previously doubted his maths abilities; after recent sessions, he now finds his subjects easy and is considering Mathematical Methods, a step up from where he started.

In Year 9, another student who used to rely heavily on help has begun completing algebraic rearrangement tasks independently, even plotting points on the cartesian plane without prompting.

Meanwhile, a younger student who often guessed spelling words now asks questions when unsure and recently wrote several sentences using correct punctuation all on her own.