Year 6 student Elise practised adding and subtracting mixed fractions with different denominators and worked through a reading comprehension worksheet discussing possible answers.

In Year 9, Amelie tackled simultaneous linear equations and problems involving parallel and perpendicular lines, using targeted worksheets to build confidence.

Meanwhile, Year 10 student Michael focused on trigonometric functions and the unit circle, exploring how these are used to determine exact values for test preparation.

A Year 6 student frequently arrived at lessons without homework completed, as noted: "we too often lose a lot of time during the lesson finishing work that should have already been completed." This unfinished work meant less time for new content and practice.

In Year 10 mathematics, one student's messy, scattered working made it hard to track errors or review steps later; as described, "both of us struggled to understand it," especially when revising linear modeling problems.

Meanwhile, in senior maths, an over-reliance on calculators was evident—answers were entered before outlining the process, which led to missed marks for incorrect units or incomplete reasoning in exam settings.

A tutor in Hidden Valley noticed Amelie taking the initiative to identify and correct her own test errors—something she hesitated to do before.

Elise, now tackling Grade 6 material despite past struggles with fractions, has begun outlining every step out loud rather than just guessing silently.

Meanwhile, Aymen (Year 10) recently broke down composite shapes independently during a perimeter task—last term he relied heavily on prompts for this. In his last assessment, he scored 46 out of 55 after consistently practicing these strategies.