Year 7 student James focused on the circumference and perimeter of circles and semicircles, then reviewed test questions involving fractions, decimals, percentages, and index laws.

For Year 8, Jeanuel worked on converting between fractions, decimals, and percentages using his homework sheet, followed by practice with algebraic substitution from his workbook.

In Year 9 sessions, Rose tackled solving linear equations and factorising expressions—exploring new methods such as using tables to approach factorisation for greater understanding.

In Year 10 Mathematics, one student's written work was often unclear or incomplete—"he still tries to complete questions with minimal working shown," noted a tutor—which led to confusion when revisiting algebraic steps and made error-spotting difficult.

In senior high school, another student's over-reliance on mental calculation in scientific notation tasks resulted in missing key steps and freezing up during unfamiliar problems, rather than writing down knowns and unknowns to guide their thinking.

Homework was sometimes left unfinished (e.g., algebra review), meaning time in sessions was spent catching up instead of moving forward.

During a Belhus tutoring session, one high school student, James, independently highlight like terms and organised his working without being prompted—a shift from earlier sessions where he'd skip steps and get confused by algebra.

Another secondary student, Jeanuel, who previously rushed into questions, now deliberately reads through problems to find a starting point before attempting solutions.

For a younger learner, Harper showed a real change by reading aloud with correct punctuation pauses and telling detailed oral stories—last week she'd hesitated at every full stop.

Jeanuel finished the lesson confidently converting numbers between scientific notation and decimals.