Year 4 student Claudia worked on converting fractions to decimals and practiced telling time using both analogue and 24-hour formats.

Year 7 student Nina focused on adding and multiplying fractions as well as finding the lowest common multiple, with practice problems reinforcing these skills.

For Year 8, Leonardo revised perimeter and area calculations for rectangles and triangles using formulas, then tackled questions involving discount percentage and profit/loss in real-world contexts.

In Year 8 mathematics, a student hesitated to attempt challenging fraction problems without direct guidance, often avoiding written working and relying on memory rather than systematic layout. As one tutor noted, "she skipped setting out her steps when adding fractions, which led to confusion over symbols."

Meanwhile, a Year 10 student in creative writing struggled to translate ideas from verbal discussion onto paper; messy handwriting and disorganized paragraphs made it hard to review or edit work later.

For both students, unfinished homework meant time was spent re-covering old ground instead of moving ahead with new material.

A tutor in Swansea Heads noticed some meaningful progress across several students. In Year 9, Aanika initially hesitated to attempt new types of algebraic equations, but this week she tackled more complex linear equations without prompting and even explained her reasoning out loud—a big shift from earlier sessions when she would quietly wait for help.

Meanwhile, Jasmine (Year 8) moved from being unsure about fractions to confidently solving mixed numbers by herself after just a couple of lessons.

With a younger student, Claudia in Year 4, the tutor saw her move from confusion with reading analogue clocks to independently telling the time accurately, including challenging examples like "6:47."