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Year 7 student Ava focused on expressing decimal numbers as percentages and converting between fractions, decimals, and percentages, along with simplifying ratios.
Year 8 student Ben revised index notation with positive and negative powers of ten and practiced order of operations (BEDMAS) through multi-step algebraic equations.
Meanwhile, Year 9 student Emily tackled properties of circles—using a compass to bisect lines—and completed homework exercises involving ratios and rates.
A Year 7 student's algebra work showed reluctance to show full working, leading to missed sign errors when substituting values.
In Year 10, a pattern emerged in geometry tasks: diagrams and written explanations were often incomplete or hard to follow, making it tough to retrace reasoning on angle proofs.
For one Year 5 learner, unfinished homework meant times tables recall lagged behind, affecting progress with long division.
Meanwhile, a Year 9 student only practiced familiar BEDMAS problems during revision sessions—new question types were left untouched. Each moment narrowed growth and sometimes led to frustration mid-task.
A tutor in Hove noticed a real shift with a Year 9 student who previously hesitated to ask questions—this week, she paused mid-problem and requested clarification about exponents before attempting the next step herself.
In a recent session, a Year 7 boy who used to rush through maths tasks started double-checking his answers independently during decimal work, which meant fewer errors overall.
Meanwhile, a primary student became much more engaged in reading; instead of skipping over tricky words as he had before, he now stops to sound them out and self-corrects aloud when reading narrative texts.
It takes a lot to do well in biology. Moving up the curriculum can be a challenge and if students don't jump in with both feet it's easy to fall behind.