Year 12 student worked through engineering exam topics, including bending moments and circuit theory, as well as folio analysis using a truss calculator for design ideas.

Year 11 student explored exponential probability distributions and practiced polynomial long division within the functions unit.

For Year 10, Ryan tackled a maths assignment involving menu planning with calculations around percentages and ratios relevant to party budgeting.

In Year 11 Engineering, one student struggled to independently shape assignment work to QCAA expectations—"he must actively ask and bombard his teachers with questions," noted the tutor, highlighting hesitancy in seeking feedback or clarification.

A separate Year 11 session revealed planning issues; rushed lesson structure and missing equipment (no stylus yet) led to a shortened, less productive session.

In Year 7 Maths, forgetting key formulas for area and surface area meant extra time was spent searching rather than practicing multi-step problems.

Meanwhile, a primary student's writing lacked neatness and consistent grammar, making their ideas hard to follow during persuasive tasks.

One Weyba Downs tutor noticed a Year 11 student who previously doubted his abilities now tackling mathematical methods with real ease, even independently choosing to pursue the subject after recognising how manageable he finds it.

In another session, a high schooler who used to hesitate about asking for help now readily picks up her own spelling and writing mistakes without prompting, showing new self-reliance.

Meanwhile, a younger student in Year 4 went from often needing reminders about punctuation to consistently writing sentences with correct capitalisation and full stops on his own. Last week, he read out his finished story draft aloud confidently.