Year 7 student Alex practised solving one-variable linear equations using the backtracking method and worked on algebraic fractions.

For Year 8, Taylor revised properties of alternate, corresponding, and co-interior angles with diagrams, then classified triangles as scalene, isosceles, or equilateral.

Meanwhile, Year 9 student Emily focused on graphing linear equations from worded problems and explored how to apply indices and power laws in simplifying algebraic expressions.

In Year 10 algebra, a student often said she understood balancing equations but struggled to explain the reasoning or steps when prompted—"she said she got it, but couldn't show why we balance both sides." This led to repeated confusion with isolating variables.

In Year 5 maths, another student repeatedly forgot her book at school, making it hard to review two-way tables and slowing progress.

During grammar lessons in Year 7 English, one student avoided reading definitions and guessed answers instead of engaging with feedback. This reluctance meant less time spent applying new rules and more moments of uncertainty during practice.

One Bertram tutor noticed a real shift in Nokuthaba, a high school student who used to hesitate when stuck—now she regularly asks for help the moment she's unsure and will even explain her thinking out loud, making it easier to address misunderstandings together.

Another high school win: Chase, who previously avoided reading aloud due to uncertainty, volunteered to read sentences during their grammar session and handled punctuation with much more confidence than before.

Meanwhile, Bella in Year 6 moved from needing full guidance on long division last week to solving larger problems independently by the end of this lesson.