Year 5 student Sophie practiced applying Pythagoras' Theorem to right-angled triangles and worked through unit conversions between millimetres, centimetres, and metres.

For Year 10, Lucas explored completing the square for solving quadratic equations and then tackled factorising different types of quadratics using worked examples.

Meanwhile, Year 11 student Emily focused on understanding the relationship between degrees and radians on the unit circle and began applying these ideas to basic trigonometric problems involving sine, cosine, and tangent.

Sometimes forgets to bring essential materials like books and calculators, which slows progress during lessons ("needs to try to remember to bring her books and calculator home").

In Year 11 Methods, another student hesitated to trust her instincts on complex calculus questions, often second-guessing correct working. This uncertainty led to slower completion of test-style tasks and missed marks for steps she understood.

For a Year 12 learner, "Dean seems a bit slow with note-taking," making it hard to cover all required content in class; disorganized notes further limited his ability to prepare for open-book assessments.

One Wallington tutor noticed Zoe, a Year 10 student, had previously struggled with quadratic equations but recently started tackling completing the square and factorising problems on her own after several worked examples—something she'd hesitated to try independently before.

In another session, Marissa in Year 12 demonstrated a breakthrough by not only recalling all the exact values for sine and cosine but also confidently working through tangent questions without prompts, having found these especially tricky last term.

Meanwhile, Zac in Year 4 shifted from needing step-by-step help to finishing his set exercises solo after being introduced to new maths concepts that week.