Year 10 Ryan developed a dinner menu for a party, calculating costs and using percentages as part of his maths assignment.

Year 11 students worked on applied mathematics and science: one student completed a payroll assignment involving data analysis, graphing, and report writing; another modelled car speed before collision, focusing on statistical reasoning and interpreting real-world scenarios.

In Year 12, Engineering content was covered by reviewing exam-level problems such as bending moments and circuit theory, along with folio breakdown strategies.

A Year 11 Engineering student was encouraged to "actively ask and bombard his teachers with questions" but hesitated, leading to uncertainty about assignment expectations and missed opportunities for feedback.

In a Year 9 maths session, over-reliance on available resources meant he rarely attempted problems independently, limiting real understanding of percentage concepts.

For a Year 7 science report, research and drafting were delayed—notes described the need for more active effort in both starting and finishing tasks.

As one tutor observed, "he still needs to improve his time management and productivity"—lost focus or cut sessions short left challenging topics only half-addressed.

A Highworth tutor recently noticed a big shift with one Year 10 student who, after previously waiting for hints, now tackles algebraic equations independently and even asked for extra practice rearranging formulas.

Another high schooler, who used to avoid writing tasks, showed new initiative by typing out her assignment introduction in full and staying focused throughout the session without distraction.

Meanwhile, a younger student surprised everyone during a spelling lesson by picking up his own mistakes and asking questions whenever unsure—something he hadn't done before—which led him to spell nearly every word correctly this week.