Year 8 student Alex worked through simplifying algebraic expressions involving different orders of operations and solved one-step algebraic equations.

For Year 9, Emily practised factorising quadratics—focusing on the difference of two squares and perfect squares—and extended this to non-quadratic algebraic expressions like monic quadratic trinomials.

Meanwhile, Year 10 student Marcus revised hyperbolas and exponentials, applied reasoning to congruent and similar triangles, and tackled mixed deductive geometry and advanced quadratics questions.

A Year 10 student tended to avoid writing out working in algebra and surds, as seen in tests where "he had full pages with no working" and lost marks even when the final answers were correct.

In Year 7, a student sometimes missed critical details in multi-step word problems by not reading questions carefully—especially negatives or what was specifically being asked (e.g., calculating who did NOT attend an excursion).

For a Year 4 lesson, one student's confusion with area and perimeter of composite shapes was compounded by unclear layout in written work, making it harder to spot errors during review.

Mhairi can now confidently distinguish between factorising quadratics and solving for x, applying both techniques accurately after previously struggling and confusing the two.

Catherine, who used to miss errors in her maths assessments, is now self-correcting her own work and has even spotted mistakes in her teacher's solutions—something she'd never attempted before.

Meanwhile, Tom (Year 4) moved from needing reminders on vertical multiplication to multiplying a 6-digit number by a 3-digit number entirely on his own by lesson's end.