Successfully completed the word-picture matching activity, demonstrating that garden-related vocabulary from the story was retained Completed the "draw what you read" activity with ease, showing visual comprehension of the vocabulary Grasped the "-ing" suffix concept quickly and accurately filled in the sentence blanks Made some independent spelling attempts during the story activity

Reading comprehension: initially struggled to recall key details and answer questions after the first reading; needed to re-read passages to locate answers Spelling accuracy: independent spelling attempts contained frequent errors Sentence construction: showed resistance to completing sentence-writing tasks; something to revisit gradually Independent sentence reading: sentences in the fill-in activity were read aloud for him; goal is for Yannik to attempt reading sentences independently in upcoming lessons Nature/species vocabulary: did not recognise "robin" as a bird in the context of the story, which is age-appropriate but worth building on General reading engagement: Yannik associates reading with schoolwork rather than enjoyment, contributing to reluctance; continuing to explore ways to make reading feel fun (e.g., monster-themed books, comics, picture-heavy texts) and still considering a library visit to shift his relationship with reading

Now confident with the two-triangle angle and height problem type and is including the method on her cheat sheet Able to follow and understand the logical steps involved in rearranging trigonometric expressions once the framework is established Demonstrated strong understanding in further examples of using algebraic expressions to define relationships and isolate variables The most challenging step — defining triangles in terms of algebraic expressions — was worked through successfully with support

Defining triangles in terms of algebraic expressions remains the most difficult step; can apply the rule once found, but setting up the expression initially is where she most often gets stuck CAS use for trigonometric equations: was not previously aware that CAS output applies across the full unit circle and that the inverse function is often the more appropriate approach — worth reinforcing in upcoming lessons For Next Time Jasmine has her test this week — check in on how it went She plans to move to General next semester; confirm what content she will be covering for the remainder of this term and into next semester ("pre-general" curriculum order is currently unclear) Determine the order and scope of the curriculum for the rest of the term to plan lessons accordingly

Confidently identified the y-intercept (c) as the base price in a linear equation Recognised the need to substitute when finding a future value, and executed this correctly Responded well to graphical and visual representations — particularly for understanding intersection Demonstrated strong intuitive reasoning when interpreting the real-world meaning of a negative solution Successfully completed the second "determine the rule" example independently, including all steps from identifying coordinates through to applying the rule Showed strong general understanding of Chemistry content, with noticeable improvement in bond types and conductivity

etting up equations from word problems — Orphesus consistently needs prompting to identify what the unknown is and how to frame the equation before solving Knowing where to start — across multiple problem types, the student required scaffolding to take the first step; building a habit of writing the general formula first would help Gradient calculation — the formula m = (y? – y?) / (x? – x?) was not recalled independently; this should be practised until it becomes automatic Operational accuracy — occasional confusion between division and subtraction steps; worth monitoring across future sessions to determine if this is a consistent gap or situational fatigue Simultaneous equations reasoning — the logic of setting two expressions equal to find an intersection point was not intuitive; further exposure to graphical and algebraic approaches together would reinforce this concept

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