Year 4 student Summer worked on telling time using analogue clocks and solving number line subtraction questions from her homework.

In Year 9, Rebecca practised simplifying algebraic terms and calculating rates through targeted textbook exercises.

For Year 11, Ryan focused on developing a math assignment involving the creation of a dinner menu for a party, applying concepts of percentages and cost calculations throughout the session.

The Year 11 Engineering student has not consistently sought feedback or clarified assignment expectations, despite being encouraged to do so—"he must actively ask and bombard his teachers with questions," noted one tutor.

In Year 8 Maths, one student repeatedly forgot to bring home schoolwork for revision, which made it harder to review basic concepts like multiplication and division.

The Year 10 student was observed relying heavily on notes during data analysis tasks rather than practicing independent problem-solving.

These habits meant valuable lesson time was spent retracing missed steps or clarifying assignment requirements instead of advancing new skills.

One Bokarina tutor noticed a Year 11 student who previously hesitated to ask for help now confidently requests clarification on tricky calculus steps, leading to smoother problem-solving and less second-guessing.

Another high schooler recently shifted from struggling with rearranging equations to accurately recalling formulas and choosing when to use them, even rating his own progress higher than in past sessions.

Meanwhile, a younger student who used to lose focus during writing tasks managed to stay engaged throughout an assignment, typing independently without distraction and finishing her paragraph before asking the tutor for feedback.