Year 7 student Zac focused on addition, subtraction, multiplication and division of fractions, including work with mixed and improper fractions as well as simplifying equations.

For Year 9, Olivia practised reading and interpreting data from pie graphs and applied the formula to calculate the mean for a set of numbers.

Meanwhile, Year 5 student Rudy worked through word problems involving long division using differentiated worksheets and visual aids to support understanding.

During a Year 7 lesson, one student did not complete her assigned homework and displayed reluctance to engage, which limited time spent on new probability material.

As noted, "it was difficult to get her back on track," and messy, disorganised working made it harder for her to spot errors in graphing tasks.

In Year 10 mathematics, another student's rushed approach—"she went too quickly leading to silly mistakes in many of the questions"—resulted in avoidable calculation errors and incomplete solutions, especially when written steps were skipped.

This disrupted learning flow and left less opportunity for meaningful feedback or practice with more challenging problems.

Independently applying area formulas to complex shapes, Olivia now writes out each formula and substitutes values without prompting, marking a big shift from needing reminders last term.

Zac, who was initially hesitant to speak up in lessons, began confidently tackling fraction problems out loud and even corrected himself during multi-step calculations—a noticeable change in his engagement.

Meanwhile, Charlie in Year 3 surprised his tutor by reading several pages on his own at the end of a session after usually needing lots of encouragement.