Year 6 student Greta revised negative numbers and algebraic expansion, then practiced translating French sentences using new vocabulary for food and verbs.

Year 9 student Ben focused on trigonometry, working through sine, cosine, and tangent ratios to solve right-angled triangle problems, including calculator use and equation rearrangement.

For Year 10, Maya tackled quadratic equations by completing the square and graphing parabolas to identify roots and focal points.

In Year 4 maths, one student struggled to clearly lay out written working for subtraction and fractions—notes highlighted that improving her layout & clear written working is important as this will help her understand her own thought process.

In Year 9 algebra, a different student sometimes misunderstood when rules could be applied, for example using the cosine rule without checking if the angle was between known sides.

A Year 12 student skipped showing working in surd rationalisation, making arithmetic mistakes harder to spot. Not taking time to check answers or clarify question intent led to confusion and incomplete solutions during tests.

One Chapel Flat tutor noticed a Year 10 student who had always hesitated to ask for help with algebra now routinely pauses to clarify instructions before attempting problems—she's even started explaining her reasoning out loud, which never happened before.

In Year 8 maths, another student who used to freeze up on multi-step equations has begun using "BODMAS shells" independently to break down each question, ending sessions feeling calm about every topic covered.

Meanwhile, a Year 3 learner who often guessed at fractions is now matching and drawing equivalent fractions correctly using arrays and visuals—she finished last week by grouping dots into threes without any prompting.