Year 5 student Greta practised large number multiplication and added fractions with common denominators, also exploring mixed and improper fractions using visual aids.

Year 8 student Alex focused on solving linear simultaneous equations through substitution and revised algebraic expansion.

Meanwhile, Year 10 student Sam worked on trigonometry topics such as labelling right-angled triangles, applying SOH CAH TOA, and rearranging equations to solve for unknowns with calculator support.

A Year 8 student frequently avoided showing written steps when simplifying algebraic fractions, which made it difficult to pinpoint where confusion occurred—he skipped working out for harder problems, so small errors went unnoticed.

In Year 11, over-reliance on visual aids for fraction operations limited progress as tasks became more abstract; the student struggled to shift from diagrams to algorithmic methods, slowing their transition to higher-level maths.

For a senior chemistry topic, another student neglected qualitative explanations of reactions and left theory questions incomplete, making exam preparation patchy and lowering confidence with unfamiliar scenarios.

One Durham Lead tutor noticed a Year 10 student who previously hesitated with quadratic equations now forming them with minimal help and confidently applying the formula—he even solved most problems independently this week.

A Year 8 student, after making frequent errors in array-based fraction exercises, was able to correctly group and highlight fractions on her own by the third attempt, using dots to recognise equivalents rather than relying on appearance.

Meanwhile, a primary school learner who struggled with times tables found the lattice multiplication method "cool" and drew several correct lattices herself without much assistance.