JC H2 Physics is an important qualification for many careers.

Some JC students go on to study physics at university. This may lead to a career in research and development, either in a university or industry. High temperature semiconductors, a better understanding of sub atomic particles and more efficient ways of storing and transmitting energy for alternative energy sources are just 3 areas of research being pursued at the moment.

Perhaps the majority of those who study JC H2 Physics do so in order to apply their physics knowledge in another subject area at university. Examples of this are the many branches of engineering and electronics. For these careers, JC H2 Physics is essential.

Another group of students choose to study JC H2 Physics because they feel that it will be useful even if not essential for their career. Those intending to follow a career in medicine or biochemistry fall into this category.

The remainder are going to follow a career in a completely unrelated area such as law or accountancy. This group of JC students may have chosen JC H2 Physics simply because they enjoy it or because they know that it is highly regarded by universities and potential employers as a test of problem solving ability and logical thought.

For whatever reasons students choose to study physics at their Junior Colleges, we will never fail to make our JC H2 tuition lessons exciting, simulating and challenging.


The GCE Advanced Level is taught at a reasonably fast pace. The concepts involved are much deeper and of wider coverage in terms of application than the GCE Ordinary Level. For this reason, students can reasonably handle at maximum four H2 subjects, General Paper and Mother Tongue. Project Work (H1) has to be completed while the students are in JC1. The advanced level is the final gate in the student’s educational pursuit – a gate where a certain percentage can qualify for the local university. So, another hard truth is that there just isn’t sufficient place to give everyone a chance to pursue a university course each year.

At EduCHAMPS, we follow these three rules:

Rule 1: Learning must take place.
Rule 2: Knowledge retention.
Rule 3: Exposure and application of knowledge.

Rule 1:
In our small classroom setting, our teachers constantly pause and do a ‘dip stick’ to check if students are following the lessons.  Also to optimise learning we include video and animations during lessons to provide visual impact to their learning.

Rule 2:
We give our students summarised but comprehensive notes at the end of each topic. This will help them do a quick recall of what they have to know. Constant revision and revisiting of topics allow students to retrieve and apply what they have learnt and keep abreast with the subject.

Rule 3:
In our tuition classes, the worksheets comprising both multiple choice questions and structured questions are pitched at the required advanced level standard. We also supplement our students with more challenging questions that stretch them to think beyond. This is rather helpful if they have to attempt Data Respond Questions (DRQ).

Once they have grasped the basic concept, they are now ready for higher order thinking questions – requiring both qualitative and quantitative response from the students. This occurs during the crucial revision lessons.

An important feature of our worksheets is that they comprise questions that require students to integrate knowledge from various parts of the syllabus. This is an important emphasis of the advanced level syllabus. Students must have this skill and it is important that our worksheet provides students ample opportunity to for exposure.

Preparation for A-level Physics Examinations

Once the entire syllabus has been taught, we enter another stage of learning. During this stage what we would do is to go through chapter by chapter, revising and recalling the important concepts via the summarised notes. During the revision lessons, we would give them both fundamental and higher order questions.

We would specifically share with them on how to handle specific questions, explaining to them what the examiners are looking for in their answers. We will also share with them common mistakes made by students. The report from the examiners is shared each year.

If students have done a good revision, they must be able to anticipate the type of questions they could be posed. A detailed past year analysis of the A-level physics papers will be shared with the students along the way.

Another is from the syllabus objectives. Carefully crafted out statements of definition and explanation of laws of physics are included in our summarised notes at the end of each chapter.

Solutions to Past Year Paper
There are solution books sold in the market but not many follow carefully and pay attention to what the examiners are expecting. We share with our students accurately crafted solutions of recent papers. The solutions are crafted based on comments made by the examiners. We also share with them how they should present their answers in order to maximise their marks. This is important as often students beat round the bush in their responses and lose vital marks for which the examiners are looking to award. The worked solutions we have crafted out are currently not available in the market and it is only for the privilege of our current students.

School-based Practical Assessment. The students need to complete two assessments, one in each year. It is important to pay close attention to what their teacher is guiding them in school.

Beyond these two assessments, there is also a Planning Assessment component which the students have to take when they sit for the GCE A-level examinations. To do well in the Planning Assessment requires good knowledge of experimental physics. Students need to be able to write an ordered procedure, explaining the choice of method, variables to vary/control, choice of apparatus and stating necessary precautions.

Lessons at EduCHAMPS will infuse awareness of the skills needed for the above and will often remind students where these skills could be tested.