Read all homework words aloud accurately and confidently Added full stops to written words, showing growing punctuation awareness Produced a coherent sentence by the end of the construction activity Strong comprehension of the snow story — recalled key details and engaged well with relatable content Communicates his preferences clearly, which helps tailor lessons effectively

Letter sizing when writing independently — lined paper to be introduced to support this Occasionally skips letters even when copying Sentence construction — struggles to transfer full sentences from thought to paper; omits articles; used a double conjunction Does not re-read while writing, leading to incomplete sentences on paper despite correct understanding Comprehension of fine details — character names and minor plot points are often missed Independent decoding — required significant support to sound out "ph" words rather than attempting them independently Resistance to reading activities, particularly those without a clear personal purpose — motivation and engagement are ongoing challenges to address

Achieved 80% on the trigonometry test — a strong result Understood why the midpoint of x-intercepts gives the x-value of the max point once it was explained Was able to substitute values into the completed-square equation to find m Showed clear understanding of methods concepts overall and expressed confidence in approaching parabola questions going forward

The simultaneous equations / tan function approach for geometry problems involving connected triangles — still an area of uncertainty Confidence and fluency with CAS graphing tools (intersections, max values) needs development before the exam Application-based parabola questions need further practice before the exam — conceptual understanding is there but applied use is not yet tested enough Clarify whether the answer to the completing-the-square question needs to be divided by 2 — worth revisiting Broader note: worth reviewing what maths Jasmine continues with after this semester, depending on exam performance, given her current hesitation to continue

Successfully determined the rule from two points Could recall how to find the gradient and the value of c Strong understanding of graph requirements: labelled points, arrows for unrestricted domains, labelled axes and intercepts Understood both algebraic and graphical methods for proving parallel lines, with a clear preference for the algebraic approach Once the equation was set up for the reverse gradient problem, grasped what was being asked and worked through it well After guidance on the abstract (a, b) example, was able to substitute values and find a numerical relation

Algebraic fluency when solving for c — needs to be more confident with the rearrangement steps Initially didn't see that the two given points could be directly plotted on the graph — worth reinforcing the connection between the equation and its points Abstract/variable-based questions (e.g. coordinates given as letters) are a challenge; needs more exposure to these to build comfort Reverse use of the gradient formula (using m to find a missing coordinate) was unfamiliar — the concept of "working backwards" with a known formula needs reinforcement Solving for a variable when fractions are involved is a clear gap — prepare a revision sheet of fraction-based solve-for-x questions before next lesson Perpendicular lines: understands the concept but hasn't been tested on identifying where they meet — revisit regularly Next lesson: prove something is a square (ties together perpendicular + parallel line work), plus chemistry revision (periodic model, electron configuration, types of bonds, properties of metals)

Independently spelt red, green, blue, lips, and cat Showed engagement and sound pattern awareness during the colours activity Correctly filled in 4/5 sentences using the word box Strong recognition of ee and ll double letter patterns Confusion between b and d has improved and is no longer a persistent issue Practised writing throughout the lesson

Reading engagement and stamina — tends to disengage quickly Silent letters (e.g. the silent e in orange) — not yet formally taught; to be introduced in future lessons Spelling longer or less phonetic words (e.g. cloud, fluff) Occasional letter omissions or reversals in written work Misreading capital I as L — recurring issue to monitor and address Reluctance to complete full task lists — may benefit from choice-based activities (as used in the double letters task)