Year 12 student Libby focused on differentiation, tangents to curves, and sketching cubic and polynomial functions, tying these skills into her PSMT assignment.

In Year 11, Ethan worked through calculus concepts such as finding derivatives and the equation of a tangent at a specific point for his maths assessment.

Meanwhile, Year 8 student Mia practiced identifying congruent shapes and triangles before moving on to calculating areas of circles and working with indices.

In Year 11 Maths, one student relied heavily on their calculator during practice tests, with a tutor noting, "Have a go at simplifying things by hand to make things easier for the calc test." This habit slowed progress in developing mental strategies.

Meanwhile, a Year 8 student was consistently forgetting to bring their homework booklet, leading to missed opportunities for feedback and revision in multiplication work.

In Year 5 English, large and messy handwriting made written answers hard to follow—especially on spelling tasks—which led to confusion when reviewing mistakes together. Confidence wavered after setbacks, making task initiation much slower.

One Newport tutor noticed a Year 10 student who was initially stumped by indices, but after some focused practice, she began solving these confidently and even applied the rules fluently to new problems.

In a recent high school session, another student surprised himself by recalling and using product, quotient, and chain rule in calculus without prompting—something he had struggled to remember before.

Meanwhile, with a primary student who was once shy and hesitant to speak up, the tutor observed her now volunteering answers out loud and happily attempting tricky multiplication problems she would have avoided just weeks ago.