Year 7 student Milly revised converting **fractions to decimals and percentages**, then practised order of operations and division questions.

Year 8 student Areeba focused on **multiplying decimals by whole numbers using the grid method**, as well as reviewing decimal multiplication by 10, 100, and 1000.

For Year 9, Shehroz worked on **classifying angles**—including right, obtuse, and acute—and started long division with two-digit dividends and one-digit divisors.

A Year 10 English student's presentation became "chaotic and disjointed" when ideas were listed out of order, making it hard for the audience to follow.

In Year 9, sentence structure issues meant written work sometimes lacked clarity, with one tutor noting that "paragraph flow was lost."

For a Year 7 maths task, forgetting to show working during order of operations questions led to hidden calculation errors and confusion between acute and reflex angles.

In primary years, some students struggled with times tables but hesitated to practice more challenging combinations, which slowed progress on multi-step arithmetic.

One Beulah Park tutoring session saw a Year 10 student, Harrison, who previously struggled to recall trigonometric ratios, start identifying opposite and adjacent triangle sides more independently—he now shows his working out without prompting.

A Year 8 student, Milly, has begun correcting her own mistakes when comparing integers and only occasionally needs the number line for support, a shift from earlier sessions where she needed step-by-step guidance.

Meanwhile, in primary years, Pranavi realised on her own why adding denominators was wrong with fractions and then solved mixed number problems without any hints or reminders.