Year 7 student Ayaan worked on calculating the area of parallelograms, rhombuses, and kites, as well as applying these formulas in short exercises.

Year 9 student Lily focused on expanding and factorising algebraic expressions using the distributive law and FOIL rule, along with practicing collecting like terms.

Meanwhile, Year 10 student Sam tackled trigonometry by finding unknown side lengths with sine, cosine, and tangent rules, plus had an introduction to determining angles using basic trigonometric ratios.

In Year 7, one student avoided writing out their steps in calculator-based algebra problems—"he doesn't seem to write down his working outs"—which led to repeated errors and missed learning opportunities.

A Year 10 student appeared confused when entering formulas into a scientific calculator, hesitating over which operation or formula to input first; this slowed problem-solving and eroded confidence mid-task.

In senior levels, messy written work in geometry meant unclear graphs ("labeling the axes and graph title" was missing), making it difficult to track progress or review errors later.

Forgetting past content—especially area and units—in Years 8 and 11 left gaps that resurfaced during revision for tests.

In Year 10, Finlay, who once needed guidance with algebra, managed to work through nearly all questions independently and even corrected his rare mistakes without any prompting.

Meanwhile, Marley (Year 9) surprised herself by solving new types of algebra problems on her first try—last term she'd hesitate until shown an example.

For a younger student in Year 5, the big change was writing answers step by step after struggling to organise working; now she explains each part as she goes.

Last week, she finished a full set of fraction problems with every answer clearly shown in sequence.