Year 4 student Cara practised division and multiplication with fractions, worked on visualising times tables using dominos, and tackled strategies for the 6x and 10x tables.

In Year 10, Lilly focused on solving simultaneous equations by both substitution and elimination methods, then moved to matrices practice and equivalent equations.

Meanwhile, Sanvi in Year 11 covered chemistry topics including VSEPR theory and intermolecular forces using diagrams, while also revising Math Methods concepts like differentiation rules (product, quotient, chain) and graphing exponential functions.

A Year 12 student preparing for calculus exams often skipped setting out full working, especially with chain rule and integration questions; as a tutor noted, "needs to improve communication and setting out of certain questions." This made it hard to spot where reasoning faltered in worded problem-solving tasks.

In Year 9 maths, another student hesitated to write down their steps when tackling long division or multi-step equations—jotting partial thoughts but not the process, which limited feedback opportunities and sometimes left them unsure about how mistakes occurred.

After missed homework sheets during holidays, catching up felt overwhelming and led to incomplete revision before tests.

One Anstead tutor noticed a big shift in Sanvi (Year 12) as she's now starting her chemistry assignments early, applying concepts from previous lessons to new problems, and has become noticeably more independent when tackling derivatives and integration—she attempted every question on her practice exam without waiting for hints.

In Year 7 maths, Lilly gave each question an honest try before asking for help, which is a change from earlier sessions where she'd often wait for guidance right away. Lilly tried every question first.

Meanwhile, Cara (Year 4) finally got all her times tables correct by memory and chose to tackle the harder conversion questions between decimals, percentages, and fractions. Cara mastered her times tables.