Year 4 student Ryan focused on place value and worked with numbers containing decimals, along with practice on percentages and ratios.

For Year 10, Ava tackled a payroll assignment involving calculation work and creating graphs to interpret wage data.

Meanwhile, Year 11 student Lily explored engineering exam topics, including solving bending moment problems using diagrams and applying circuit theory concepts for her folio breakdown.

A Year 11 engineering student showed a tendency to rely on available school resources instead of independently developing assignment ideas—he just needs to find a way of doing all the processes without relying heavily on the resources at the school, noted one tutor.

In Year 9 maths, incomplete research and minimal written attempts held back progress on both science and mathematics assignments.

For a Year 7 student, unfinished homework and inconsistent effort in revision meant that practice was limited mostly to easier problems.

During primary English, messy handwriting made it difficult for teachers to follow answers, especially when spelling corrections were attempted mid-sentence.

A tutor in Tewantin noticed a Year 10 student who used to avoid asking for help now regularly raises specific questions about spelling when unsure, leading to far fewer mistakes in written tasks.

Another high schooler, previously hesitant with algebra, quickly rearranged equations and graphed lines on her own during recent sessions—something she struggled with at the start of term.

Meanwhile, a younger primary student has begun finishing maths activities rapidly and mostly error-free, after weeks of pausing for reassurance on each question.