Year 3 Claudia worked on addition with hundreds using the split strategy and was introduced to subtraction involving tens from different numbers.

For Year 8 Zoe, the lesson focused on simplifying algebraic expressions using index laws and expanding brackets via the distributive law, often with step-by-step written examples.

Meanwhile, Year 9 James tackled right triangle problems by applying Pythagoras's theorem and practised forming and solving linear equations in y = mx + b format from worded scenarios.

Several process-related challenges stood out across grades.

A Year 8 student repeatedly did not complete homework, leaving gaps in algebra and percentage skills unaddressed—"he has not completed his homework multiple times now," a tutor noted, meaning missed opportunities to practice independently.

In Year 11, over-reliance on calculators prevented the development of essential mental math and pattern recognition, especially during algebraic simplification.

For a Year 4 student, hesitation with basic times tables persisted despite correct reasoning; this lack of confidence slowed recall under pressure.

At senior level, one learner avoided writing out working for multi-step trigonometry problems, which led to confusion when rearranging equations and hindered progress during complex tasks.

A tutor in Chain Valley Bay noticed a Year 8 student who previously hesitated with algebraic word problems now attempts them without prompting and is quicker at expanding expressions than before.

In a recent high school session, another student began recalling trigonometric ratios independently, having needed frequent reminders in the past; he also started to spot patterns when re-arranging equations like y = mx + b.

Meanwhile, a Year 3 learner who used to rely on help for multiplication has begun using an expansion method on her own initiative and now solves times tables questions unaided, even when they're shuffled.