Emily was aware of all the skills required to answer questions regarding networks, discerning what the question was asking for and when to apply these skills was the more uncertain aspect. Emily was able to answer the majority of the worksheet her teacher had given her, and was able to answer the others after only a little direction.

To become more confident in the area of networks, Emily should become more familiar with the terminology of the unit, so that she can understand what it is the question requires her to do. The unit's most difficult aspect is remembering the difference in the definitions of words such as 'walk', 'circuit', and 'cycle', and the different approaches they require.

Emily was very comfortable dealing with the simple interest formula, substituting values into it, and achieving the correct answer. She became very confident throughout the lesson in working with the compound interest formula. We covered the Unitary Method in detail to ensure that we could manipulate the values we are given, making sure they are in the correct format to suit the question.

Emily understood the Unitary Method very well, however, some more practice should be done with it in order to make sure that it remains in her memory, as it is an extremely valuable concept. She should also make sure that she is aware of the differences between the simple and compound formula, as one determines the interest gained, whilst the other determines the future value of an investment. These differences can cause confusion and it is important to understand the difference and read the question carefully to determine what it is asking.

Nikki understood quite well how to rearrange the formula {y=kx} to achieve the correct answer. She was very capable of reading a graph and converting between different units. Nikki was very confident in identifying 'like terms'. She very quickly grasped how to group and simplify them. We briefly touched on how to expand equations and she was capable removing brackets from an equation.

Applying the numerical formula correctly to worded questions does need some more attention. Ascribing the correct variable to the correct letters within the equation was a point of uncertainty. Whilst expanding equations, there was some confusion regarding negative numbers, however these were mostly just forgetful errors, rather than a gap in understanding.

Nikki became quite confident in graphing a linear function from an equation. We also worked on finding different points on a line by substitution values into an equation. She was also very comfortable with the idea of linear relationships in practical situations and understood direct variations between variables.

She has a good understanding of algebra and rearranging equations, however some more practice is needed in order for her to become more confident and to minimise mistakes. The gradient formula is also a tricky concept to grasp, so some more work is needed to fully understand it.