Year 7 student Greta worked on negative numbers including multiplication and division, as well as expanding algebraic expressions and using number lines to reinforce operations.

Year 10 student Sam focused on trigonometry, specifically labelling sides of right-angled triangles and writing sine, cosine, and tangent ratios, plus rearranging equations to find unknowns using calculator methods.

Meanwhile, Year 11 student Daniel revised quadratic equations through word problems and graphing quadratics to identify roots and focal points.

A Year 9 student tended to skip double-checking answers in algebra and geometry, which led to small mistakes—he often didn't catch sign errors after rearranging equations.

In Year 11 physics, forgetting to convert units (e.g., Joules vs. electron Volts) caused confusion when interpreting results from synchrotron questions.

Meanwhile, a primary student relied heavily on visual aids for fractions but struggled as problems grew more complex; attempts at worded problems were sometimes left blank rather than explained or attempted.

During one session, loss of focus meant the lesson ended early, leaving key poetry analysis skills untouched.

One Scotchmans Lead tutor recently saw a Year 9 student who had previously needed frequent prompts to form equations now able to set up and solve quadratic equations almost entirely independently, using the quadratic formula with much less hesitation.

In a high school maths session, another student showed real initiative by identifying which trigonometric ratio to use (sin, cos, or tan) without waiting for hints—a big shift from last term's reliance on step-by-step guidance.

Meanwhile, during a primary session focused on fractions, one child who initially made repeated errors matching arrays and equivalent fractions began grouping and counting accurately by the third exercise, even recognising when two differently presented problems actually had the same answer.