Year 7 student Ben practised solving problems with similar triangles and circle geometry, focusing on identifying key properties in diagrams.

For Year 10, Ava tackled financial maths by calculating simple and compound interest as well as applying percentages to real-world pay scenarios.

In senior high school, Jack (Year 12) worked through integration techniques—covering definite integrals involving logarithmic and trigonometric functions—and also used the Trapezoid Rule for numerical area estimation.

Organization and process issues sometimes slowed progress, especially in Years 10–12.

For example, one Year 11 student arrived without class notes for several sessions, meaning "I did it more using my procedures than his class procedures," which caused confusion when approaches differed.

In another Year 10 lesson, forgetting to practice factorising meant extra time was spent re-learning old ground before advancing to completing the square.

A senior Physics session saw an assignment's analysis phase missed due to looming deadlines—there was "no chance of dealing with that aspect before it is due." This left less opportunity for targeted feedback and deeper skill-building.

One Mudgeeraba tutor noticed that Ethan, a Year 12 student, initially hesitated with external exam-style physics questions but became much more methodical and accurate after breaking down the steps—he now confidently tackles these challenging problems on his own.

Meanwhile, Lily in Year 10 was quite unsure about matrix operations at first; by the end of her session she completed practical matrix problems like 2A – B without prompting and understood notation that had previously confused her.

For a younger student, Gwilyn (Year 6) moved from rushing through probability exercises to carefully drawing diagrams and double-checking answers before moving on.