| T1 / 1–2 | 1: cross-strand diagnostic. 2: targeted number/operation repairs. | Separate understanding gaps from slips or reading issues. |
| T1 / 3–4 | 3: fraction operations. 4: decimals and percentage quantities. | Identify the whole and justify a chosen representation. |
| T1 / 5–6 | 5: equations and patterns. 6: metric/area/timetable gaps. | Apply a known idea in a new context. |
| T1 / 7–8 | 7: angles, coordinates and spatial gaps. 8: data/ probability gaps. | Show breadth without neglecting weaker strands. |
| T1 / 9–10 | 9: mixed unfamiliar problems. 10: cumulative review and official interface familiarisation. | Record accuracy, explanation and time separately. |
| T2 / 1–2 | 1: final targeted repair when still pre-test. 2: light format review or post-test reset. | Avoid adding a large new topic immediately before the test. |
| T2 / 3–4 | 3: consolidate any abbreviated school content. 4: rich number investigations. | Continue learning beyond an admissions goal. |
| T2 / 5–6 | 5: factors, primes and squares. 6: rational-number modelling. | Explain structure and estimate reliably. |
| T2 / 7–8 | 7: measurement design project. 8: verify costs and constraints. | Revise a model when assumptions change. |
| T2 / 9–10 | 9: independent investigation. 10: cumulative checkpoint. | Communicate a complete solution or justified partial result. |
| T3 / 1–2 | 1: transformations and tessellations. 2: prism cross-sections. | Predict and test a spatial claim. |
| T3 / 3–4 | 3: composite regions. 4: derived area/volume formulas, E. | Explain why a formula applies. |
| T3 / 5–6 | 5: data collection project. 6: distribution comparison and critique. | State what the evidence does and does not establish. |
| T3 / 7–8 | 7: numerical chance. 8: simulation and variation. | Compare proportions without promising exact frequencies. |
| T3 / 9–10 | 9: mixed investigation. 10: cumulative checkpoint. | Transfer learning across representations. |
| T4 / 1–2 | 1: optional ratio/rate bridge. 2: fraction multiplication/ division, E. | Explain an operation using units or a model. |
| T4 / 3–4 | 3: optional letter equations. 4: signed arithmetic in context, E. | Link symbols with meaning rather than memorised tricks. |
| T4 / 5–6 | 5: student-selected investigation. 6: refinement and presentation. | Formulate a question and defend a conclusion. |
| T4 / 7–8 | 7: cumulative primary consolidation. 8: remaining prerequisite repairs. | Retain foundations while exploring secondary ideas. |
| T4 / 9–10 | 9: final checkpoint and portfolio. 10: secondary transition reflection. | Explain strengths, useful strategies and next learning goals. |