Year 8 student James worked on area of composite shapes and was introduced to basic trigonometry using right-angled triangles.

For Year 10, Sarah practised solving problems with compound interest and reviewed graphing quadratic functions by marking homework and discussing simple interest questions.

Meanwhile, Year 11 student Adeel tackled transformations of functions, focusing on roots and zeros of quadratic equations as well as understanding the discriminant and solving inequalities through step-by-step examples.

In Year 8 Mathematics, one student's formatting of solutions was inconsistent—steps were not always set out line by line, making it difficult to check for errors in real-world problem questions. "He should aim to keep it line by line, which makes it easier to check for errors," a tutor observed after a multi-step ratio task.

Meanwhile, in Year 11 Advanced Maths, another student often relied on memorising trigonometric rules rather than connecting the unit circle with graphs and triangles. This approach meant that when faced with harder exam questions, understanding broke down and feedback could not be fully applied.

A tutor in Terara noticed Andrea, a Year 12 student, who previously struggled to spot her own mistakes, now recognises where she went wrong on exams and can explain better strategies—she recently showed this by identifying errors in a graphing question and correcting them herself.

In another high school session, Laaibah has begun showing all her working for tricky credit card calculations rather than skipping steps when unsure, leading to more consistent accuracy.

Meanwhile, a younger student quickly picked up two-step equations after hesitating last term and confidently solved a challenging composite shapes problem without prompting.