Year 5 student Ryan focused on developing a dinner menu for a party as part of his maths assignment, applying skills in budgeting and calculating totals with decimals.

In Year 10, one student completed trigonometry problems involving bearings, using diagrams to visualise angle relationships, while another worked through algebraic equations and questions requiring rearranging and combining like terms to prepare for upcoming exams.

A Year 12 student explored exponential probability distributions—including mean calculation—and also tackled polynomial long division as part of their extension into senior maths topics.

A Year 11 engineering student was observed relying heavily on school-provided resources rather than developing independent research and planning skills; "he just needs to find a way of doing all the processes without relying heavily on the resources available at the school."

In Year 10, one student left an assignment incomplete, needing to actively seek feedback and clarify expectations with teachers.

A Year 7 maths learner avoided tackling more challenging questions independently, often defaulting to familiar problems instead.

Meanwhile, a primary student's written work in English became difficult to follow due to inconsistent use of capitals and punctuation—leading to confusion when reviewing answers later.

One Perwillowen tutor noticed a big change in a Year 11 student who used to wait for hints before tackling maths problems; now, she's starting each worksheet independently and even finished her algebra revision with only one prompt.

Another high schooler surprised their tutor by not just remembering the steps for rearranging equations but teaching a younger sibling how to solve one—something he'd struggled to explain before.

In Year 4, a student who was once hesitant about spelling started picking out his own mistakes without being asked, and ended the session spelling all ten words correctly out loud.