Year 9 student Omar worked through solving non-linear equations using exam-style worksheets, then shifted to English with a discursive essay task on the film Pleasantville, focusing on scene analysis and generating arguments.

For Year 10, topics included surds and indices—one lesson focused on converting between index and surd forms and simplifying expressions, while another tackled expanding brackets with surds and rationalising denominators.

Meanwhile, Year 3 student Sidney practised counting forwards and backwards from any three-digit number, arranging numbers in order, and used real coins for hands-on activities sorting money by value.

A Year 10 student working on surds and exam practice showed a pattern of not completing all assigned revision, particularly avoiding tougher product and sum questions.

"She needs further practise with finding the highest common factor," noted one tutor, but this wasn't attempted in homework.

In Year 12, over-reliance on calculators appeared during gradient problem-solving; when asked to solve inequalities by hand, he hesitated and relied heavily on notes instead of showing his own steps.

Meanwhile, a Year 3 student's double-digit addition was hampered by messy layout—answers were correct but working was hard to follow, leading to confusion when checking back.

One Blackett tutor noticed a Year 11 student who previously hesitated with surds now confidently converting between forms, even simplifying tricky expressions without prompting.

In Year 10 maths, a student who often guessed at expanding brackets began asking for help when stuck—this shift led to quicker, more accurate answers as she practised rationalising denominators.

Meanwhile, in primary, Sidney initially needed the counting chart for decade jumps but, after just five minutes of practice, counted by tens from any number on her own and started spotting patterns in the numbers—a big step forward from earlier sessions where she'd freeze at unfamiliar sequences.