Year 12 student worked through Engineering exam content, including bending moments and complex truss problems using a calculator, and explored circuit theory and nuclear physics.

For Year 11, focus was on exponential probability distributions—specifically mean calculations—and revising functions and polynomial long division.

A Year 4 student, Ryan, developed practical maths skills by designing a dinner menu for a party as part of an assignment involving budgeting and calculation.

A Year 11 student in Engineering hesitated to ask teachers for assignment expectations, missing chances to tailor his work—"he just needs to find a way of doing all the processes without relying heavily on resources," one tutor noted.

In Maths (Year 10), another student struggled with keeping subject notes organised and sometimes relied too much on reminders rather than applying new techniques independently.

Meanwhile, a Year 7 student often left homework incomplete or failed to bring home textbooks, limiting her ability to revise between sessions. This meant crucial feedback and practice opportunities slipped by unnoticed.

A Buderim tutoring session saw one high school student, previously hesitant to ask questions, now actively seeking clarification when tackling unfamiliar matrix operations—a real shift from his earlier reluctance to speak up.

Another tutor noticed a Year 11 student who used to rely heavily on prompts now independently recalling and applying trigonometry concepts from the previous year during problem-solving.

Meanwhile, a younger primary learner has begun voicing the steps of her subtraction problems out loud, which is new for her and shows she's not just following along but actually thinking through each calculation as she works.