Year 12 student covered Engineering exam content by analysing bending moments and complex problems, plus explored circuit theory and nuclear physics using example folios.

For Year 11, work included exponential probability distributions with mean calculations, as well as tackling polynomial long division and function review.

Meanwhile, a Year 6 student focused on percentages and ratios alongside place value and working with numbers containing decimals.

A Year 11 engineering student was hesitant to seek clarification from teachers about assignment expectations, missing the chance to adapt QCAA exemplar tasks effectively—"he must actively ask and bombard his teachers with questions," a tutor noted.

In senior maths, another student struggled with time management and productivity; unfinished work meant important feedback couldn't be applied before deadlines.

Meanwhile, in Year 8 science, over-reliance on school resources limited independent problem-solving when tackling data analysis assignments.

For a Year 5 session, untidy written work made it difficult to check answers during review, so mistakes sometimes went unnoticed until later.

One Diddillibah tutor observed a Year 11 student who previously hesitated to speak up now actively asks for clarification whenever unsure, rather than quietly guessing through maths problems.

A high schooler who once rushed assignments last minute has started completing homework ahead of schedule and double-checking answers before submission.

Meanwhile, a Year 5 student who often skipped punctuation in writing now consistently uses full stops and capitals without needing reminders—something that used to require constant prompting.

Last week, she even read her own story draft out loud from start to finish, pausing only to correct herself.