Year 6 student Ryan focused on applying percentages and ratios to real-life contexts by designing a dinner menu for a party, alongside work on place value and decimals.

In Year 10, one student tackled trigonometry and bearings problems, while another worked through algebraic equations and explored graphing functions using practice questions from their math book.

For Year 12, the session included breaking down an engineering folio—covering bending moments and measurable design ideas—and delved into circuit theory as well as introductory nuclear physics.

A Year 11 student in Engineering relied heavily on school-provided resources rather than building independent processes for assignments and prototypes—"he must actively ask and bombard his teachers with questions or ask more for what they expect/want," one tutor noted, reflecting missed opportunities to clarify assessment expectations.

In Science (Year 9), another student avoided tackling challenging research tasks, limiting progress on reports.

Meanwhile, a Year 5 learner's maths revision focused only on familiar times tables instead of pushing into new problem types;

messy written work in English (Year 4) sometimes led to "writing in the correct lines and spelling some words" being overlooked, affecting clarity.

One Noosa North Shore tutor noticed a Year 11 student who previously doubted her maths ability now breezing through trigonometry and confidently tackling new topics like algebraic rearrangement without hesitation.

Another high schooler, after weeks of needing reminders to check work, independently picked up and corrected her own spelling and writing mistakes during an English session.

Meanwhile, in Year 5, a student who used to lose focus partway through lessons stayed engaged for the entire half hour, showing clear improvement in both handwriting and willingness to listen to advice—ending by neatly finishing his spelling task with no prompting needed.