Year 11 Engineering student worked through bending moments and complex problems, broke down a folio using a truss calculator for design ideas, and explored circuit theory alongside some nuclear physics concepts.

For Year 12 Maths, the focus was on exponential probability distributions—including mean calculation using integration—and also revisited polynomial long division from Year 11 material.

Meanwhile, Year 6 student Ryan tackled his maths assignment by applying percentages, ratios, and place value skills to develop a dinner menu for a party.

A Year 12 Engineering student often hesitated to seek clarification from teachers about assignment expectations and relied heavily on provided resources, rather than independently developing ideas during the design and prototyping stages.

"He needs to go above and beyond in final sketches," one tutor observed, noting how this limited originality.

In Year 11, lesson time was lost due to disorganization and lack of clear planning—both in advance and during sessions—leaving coverage incomplete when lessons were cut short.

Meanwhile, a primary student's maths progress was slowed by messy handwriting, making it hard to follow their own calculations or review mistakes after practice questions.

A tutor in Castaways Beach recently saw a Year 11 student, who previously hesitated to ask for help, now openly checking his own spelling and writing mistakes before submitting work.

In a senior maths session, another high schooler—once unsure about rearranging equations—quickly grasped how to find variables on her own and even started plotting points without guidance.

Meanwhile, a Year 4 student who used to rush through reading tasks took the time to sound out unfamiliar words aloud and asked thoughtful questions when uncertain. Last week, he finished his entire spelling list with no errors.