Year 6 student Emmanuel worked on narrative writing for English, focusing on using literary devices and improving structure through editing and targeted spelling review.

Year 8 student Ella reviewed ratios and the Index Laws in preparation for a practice test, working through problems step-by-step to consolidate understanding.

Meanwhile, a Year 12 Human Biology student covered meiosis—including non-disjunction and recombination—and explored the differences between haploid and diploid cells as part of upcoming assessment preparation.

A Year 10 student often skipped key words in exam questions, which led to incomplete answers and confusion about what was required.

In Year 9, another student didn't take notes during lessons on definitions, resulting in weaker test preparation—"not prepared enough for test," as the tutor noted.

Meanwhile, a Year 7 student struggled with organizing information during early sessions; her comprehension was strong but messy notes made review difficult.

At the primary level, one child frequently left homework unfinished and got distracted when writing story plans. This meant she spent more time regaining focus than developing her ideas.

One Boya tutor noticed a big shift with a Year 10 student who, after weeks of hesitation, started using highlighters and writing out key parts of test questions to break them down—something she previously avoided—which helped her finish the whole test independently for the first time.

Another high school student, in Year 8, now openly asks for clarification on confusing maths concepts instead of quietly guessing; he's also improved at organising his notes as they work through trickier content.

Meanwhile, a Year 3 student who used to get distracted during lessons recently stayed focused long enough to sound out tricky spelling words and completed all her work without reminders.