Year 7 student Jasmine focused on rearranging algebraic equations and interpreting linear graphs, including identifying x- and y-intercepts to plot points.

For Year 4, Sam practised the 3 times tables and worked on adding fractions to make a whole, using hands-on activities with fraction cards.

In Year 9, Liam tackled trigonometric ratios by solving for unknown sides and angles in right-angled triangles using sine, cosine, and tangent, alongside forming equations from worded problems.

A Year 9 student hesitated to complete assigned homework on linear equations, which slowed progress in mastering new problem types—"Jaz really needs to be completing the couple of homework questions each week as this will help consolidate what we do in lessons."

In Year 11, one student struggled with test timing; running out of time meant unfinished responses on decimals and place value.

A Year 7 learner's written work was sometimes messy during BODMAS tasks, making it harder to spot calculation errors quickly.

In upper primary, one student avoided tackling harder worded questions alone, often waiting for prompts before starting.

One Berwick tutor noticed a big change in Chelsea (Year 10), who now sets out her work much more logically than last year—this has meant fewer mistakes and she can rearrange equations with barely any prompting.

In Year 9, Kayla showed real independence when she quickly picked up how to convert between mixed numerals and improper fractions, placing both types accurately on a number line without help.

Meanwhile, Emma in Year 4 managed to smash through her time test almost entirely on her own this week, needing hardly any support from the tutor.