By Good School Learning Hub A-Levels require a different approach to studying than most students are used to. Many JC students put in long hours yet feel unsure whether their effort is translating into progress. After years of supporting students through the A-Level journey, I’ve found that success depends less on how much you study and more on how  you study. Problem: Students often rely on methods that worked in secondary school—rereading notes, memorising examples, or cram

By Good School Learning Hub Secondary 3 is often the first time students feel that time is genuinely tight. Parents notice fuller schedules and longer study hours, while students feel that tasks never quite get finished. After years of working with Sec 3 students, this struggle is expected — not because students suddenly became less organised, but because time demands change in subtle but important ways. Problem : Many students enter Sec 3 using the same time management habit

By Good School Learning Hub Problem : Many upper secondary students work hard yet experience uneven performance—strong results one term, weaker outcomes the next. This inconsistency can be discouraging for students and worrying for parents, especially when effort appears steady. The challenge is rarely a lack of ability; it is usually a mismatch between habits and upper secondary expectations. Details : Upper secondary demands consistency across understanding, application, an

By Good School Learning Hub Many parents approach Sec 1 with a mix of relief and uncertainty. There is an assumption that academic pressure is lower than in later years, but also concern about how their child will cope in a new environment. After years of supporting families through this transition, having clear expectations helps parents respond with confidence rather than unnecessary worry. Q1: Is it normal for my child to feel unsettled at the start of Sec 1? Yes. Sec 1 in