Year 12 Engineering student Alex explored bending moments and complex structural problems, broke down a design folio using truss calculator results, and discussed circuit theory alongside nuclear physics basics.

Year 11 Ryan focused on exponential probability distributions, including mean calculations with integrals, and also practised polynomial long division within the functions topic.

For Year 5 Rebecca, lessons centred on simplifying ratios and multiplying/dividing like terms by working through homework and class exercises together.

In Year 11 Engineering, one student relied heavily on school resources and hesitated to seek teacher feedback—missing chances to tailor assignments for QCAA requirements. As a tutor noted, "He needs to go above and beyond in final sketches and prototyping phases," yet often waited for direction rather than taking initiative.

In Year 10 Maths, another student struggled with organizing notes across subjects; inconsistent notetaking made it harder to revise effectively before assessments.

Meanwhile, a primary student skipped homework practice on multiplication tables, so gaps lingered into the next lesson—slowing their progress during more complex tasks like fractions.

A Mooloolaba tutor noticed a big shift with a Year 11 student who, after previously rating his confidence in maths as just 2/5, now self-rates at 4/5 and has started studying on his own outside of sessions—something he hadn't done before.

Another high school student who used to hesitate is now asking for clarification whenever she's unsure about new topics, especially when tackling unfamiliar algebra questions.

Meanwhile, a younger learner recently managed to explain the steps independently for solving money problems and only needed occasional hints to complete her homework.