Brandon Learning Centre: British Education - process, preparation and practicalities

The HK Philharmonic performance of Siegfried this weekend was marvellous; we are seriously fortunate to have a world-class orchestra on our doorstep and to be able to attend their concerts without having to sell an organ to pay for the tickets! Enhancing the performance was my pleasure at seeing a number of extremely well behaved children in attendance. Watching their delight as the story developed added to my joy. One little boy, sitting up in the gods, had a wonderful time nodding his head in time with the crashes of Mime's anvil at the end of the first act. At no point did any of the children distract those around them. Wagner can be complex for adults and sitting reasonably still in order to listen to four hours' worth of music is a task many of us in the audience found a challenge. The parents who had decided to bring their offspring had clearly thought carefully about their decision. I was extremely fortunate to be able to attend concerts as a child and the habit has

The best advice I ever received about competitions was from a racing driver! "Don't focus on winning, focus on developing your talent; treat every race like another practice session. If you win, great! If you don't, you learn from your mistakes." Brilliant advice and something that parents can keep in mind when helping their student prepare for the speech festivals. Remember: there is only one winner but every participant can learn from the experience. When you first get the poem, read it through together and work out what the story of your piece is. Have your child retell the story to you, using their own words, so you can help them to really understand what tone the poem needs. The most important step in your preparation is helping your child to memorise their poem. Once they know it upside down and back to front, now you can start to add colour. Think of adding variation in volume, pitch, pace and don't forget facial expressions. If the latter are elusive

School entry used to be relatively straightforward: apply, interview, take a couple of exams and join. No longer... welcome to the world of the pre-test. Why have pre-tests become so prevalent? A couple of reasons: firstly, the increase in applications to UK schools has put already over-worked admissions departments under incredible strain and pre-tests represent a way of filtering students and reducing the number to a manageable size. More importantly though, schools say that they do not want candidates who have no chance of gaining a place going through the stress of an application. Sounds fair enough... There are a number of pre-tests but I am going to focus on the ISEB pre-test as has been adopted by a number of big schools (Eton, Radley, Wellington, Westminster amongst others) and is therefore a hot topic amongst our parents. What is the ISEB Pre-test? The test consists of four sections: English (25 minutes) Maths (50 minutes) Verbal (36 minutes) Non-Verbal reasoning

School entry used to be relatively straightforward: apply, interview, take a couple of exams and join. No longer... welcome to the world of the pre-test. Why have pre-tests become so prevalent? A couple of reasons: firstly, the increase in applications to UK schools has put already over-worked admissions departments under incredible strain and pre-tests represent a way of filtering students and reducing the number to a manageable size. More importantly though, schools say that they do not want candidates who have no chance of gaining a place going through the stress of an application. Sounds fair enough... There are a number of pre-tests but I am going to focus on the ISEB pre-test as has been adopted by a number of big schools (Eton, Radley, Wellington, Westminster amongst others) and is therefore a hot topic amongst our parents. What is the ISEB Pre-test? The test consists of four sections: English (25 minutes) Maths (50 minutes) Verbal (36 minutes) Non-Verbal reasoning

Imagine 70 students between the ages of 13 - 18 coming together to study, make friends and, maybe for the first time in their lives, share an environment where they are appreciated and engineering, Imagine no more, I gave just returned from  a month in Kunshan this July as Academic Coordinator for the Duke University TIP programme where I witnessed an incredible transformation in our students as they studied cryptology, writing, entrepreneurship, biotechnology, international relations and engineering. The course is aimed at gifted students and it was Duke's research in this area which first led me to want to be involved in the programme. Teaching was inspirational; experiential and thoughtful. Over and above the learning which took place within the classroom, it was fascinating and inspiring to watch the way that students engaged with and respected each other. Gifted learners are often very isolated in their academic settings and being able to find a peer group with shared abil

The countdown to Common Entrance is well and truly on. Can't remember any of your formulae? Irregular verbs driving you insane?  Don't worry, there is a simple solution... decorate! 1: Choose your topic: science, maths, French, Latin, history? Focus in on the key points, facts and formulae. 3: Create a mind map or a diagram from your notes. Use colours, pictures, different types of lines, anything you like! Be creative... 4: Stick the picture on the bathroom mirror and read it whilst brushing your teeth! Here is an example of a diagram we created for French to help us remember the passe compose. Good luck

Here is a brilliant tip for anyone who is about to sit Common Entrance (or any other exam for that matter!) Reading and making notes will help your remember your information but teaching and explaining your topics will help you even more. In stages... 1: Revise one of your topics (e.g. life processes) and make your notes, 2: Try to teach the topic back to a member of your family. Plan your lesson around providing the information needed to answer typical Common Entrance questions. Refer to the marking scheme when you are thinking of how much information to include. Your aim is to teach the materials and for your student (victim?) to be able to reply to your questions. 3: As you are teaching, remember to repeat key points or share mnemonics (MRS GREN?!) Through teaching your student, you are ensuring that the topic will stick in your mind. 3: At the end of your lesson, if you have explained everything clearly, your students should be able to give you complete answers. You are