Year 8 student Harry reviewed algebraic factorisation and expanded on solving worded problems using equations.

In Year 10, Mia worked through trigonometry topics, focusing on applying the sine and cosine rules to find unknown angles and sides in triangles, supported by practice questions.

Meanwhile, Year 11 student Tom concentrated on financial maths concepts, calculating compound interest for assignments and discussing how context affects problem-solving in real-world scenarios.

In Year 9 maths, one student's tendency to pack up immediately after finishing a task meant missed opportunities for reflection and feedback—"packed up as soon as he finished last question. Did not want to continue."

In Year 11, forgetting required materials like a graph book or textbook resulted in lost lesson time and incomplete classwork.

For a Year 7 student, over-erasing and hesitancy to write working during simultaneous equations made errors harder to identify later.

Meanwhile, another Year 10 student felt less confident tackling complex problems after missing several lessons due to illness; this drop in confidence led to hesitation when answering unfamiliar test questions.

A tutor in Aldgate noticed one Year 10 student, who previously hesitated to admit confusion, now openly asks for help during algebra sessions and even challenges the tutor's mistakes—something he avoided last term.

Meanwhile, a high schooler who struggled with "silly errors" on tests is starting to self-correct by double-checking work before submitting answers.

Another win came from a younger student: after weeks of anxiety about letters in maths, she overcame her fear and tackled worded questions without prompting, finishing an entire worksheet independently by the end of the session.