We do not follow a conventional lesson plan of the sort one might find in cramschool-style tuition centres (with endless practices and drills each week). Our goal is not merely to produce good exam results but to also help students develop an interest in the subject and prepare them for higher education. This is not to say that our students do not perform well in exams or that our lesson plans are created in an arbitrary fashion. In fact, our lessons are designed with the latest pedagogical research in mind and backed by our own experience interacting with students every year. Our methods have worked well for us over the years with more than 90% of our students scoring As and Bs and a three-grade improvement on average. For the 2020 A Level exam, all except two of our students scored As and Bs. (i.e. 97% scored an A or a B)
To achieve these results, we place a heavy emphasis on discussion, interaction and engagement. Ample research has shown that students retain more information when they are encouraged to engage in the lesson material. They also develop vital critical thinking and argumentation skills more quickly through live interactions rather than lectures. As such, many of our lessons feature class discussions on pertinent current affairs issues (in group sizes of 4 to 10). Students are encouraged to ask questions and contribute ideas, both in written form and verbally. After each lesson, students are tasked with a writing assignment to sharpen their writing skills and consolidate their knowledge. Notes will also be provided to supplement the class discussions. All work is marked by Mr Liau and detailed feedback is provided.
To ensure that students are well prepared for the unique demands of the GP exam, we also teach exam skills throughout the year. Students will have ample opportunities to attempt comprehension, summary, AQ and essay questions. They will be taught the relevant techniques and will receive feedback on the practices that they do. Most importantly, students will learn how to approach the exams intelligently. Rather than memorise points or examples, students will be introduced to our case studies approach. By exploring case studies, students will learn about foundational concepts using tangible real-life cases. For instance, when learning about the principle of sovereignty in international relations, students will start with the International Criminal Court as their point of entry into the issue. This provides students with a firm grounding and helps avoid the problem that JC students often face with abstract concepts.