Year 7 student Jasmine worked on volume of prisms and cylinders as well as reviewing how to factorise binomials, using diagrams for visual support.

Year 9 student Nathan focused on algebraic skills by adding and subtracting algebraic fractions, then practiced solving quadratic equations through both factorising and the quadratic formula.

Meanwhile, Year 11 student Sarah tackled introduction to complex numbers—including arithmetic with conjugates and modulus—before converting between polar and Cartesian forms for different problems.

In Year 10 mathematics, a student's written solutions were often hard to follow; as one tutor noted, "his working out needs to be clearer for the marker." This lack of clarity meant extra time spent searching for errors rather than understanding new concepts.

In senior chemistry, incomplete summary sheets and missing details in research reports led to weaker arguments and less effective source analysis.

Meanwhile, a Year 6 student repeatedly guessed answers under time pressure instead of writing calculations, causing confusion during multi-step arithmetic problems.

The struggle to organise ideas or lay out work neatly sometimes left good thinking hidden on the page.

A Neath tutoring session saw a Year 11 student, previously hesitant to tackle unfamiliar maths content, voluntarily request to learn linearisation problems from the Year 12 syllabus and quickly solve related questions with minimal support.

In another case, a Year 9 student who used to rely heavily on prompting now independently checks her own steps when solving algebraic equations and asks clarifying questions instead of guessing.

Meanwhile, a primary school student who once rushed through multiplication is now taking time to explain her reasoning aloud for each step and confidently solves large-number problems without skipping working out.