"Describe" versus "explain"
Command words decide the mark scheme. A description where an explanation was asked for scores almost nothing, however correct the physics.
Physics 0625 asks for three different things: understanding a concept, calculating with it, and describing an experiment. Most students are comfortable with one of the three and quietly lose marks on the other two.
The patterns we see most often in students who join us mid-course.
Command words decide the mark scheme. A description where an explanation was asked for scores almost nothing, however correct the physics.
Easy marks, routinely dropped. Correct working with a missing unit is an incomplete answer.
Graph plotting, reading scales, identifying sources of error and suggesting improvements are learnable skills — but only if they are actually taught, not assumed.
Series and parallel reasoning is where confident students most often go wrong, because the intuition is misleading.
Taught in sequence, with practice built in at each stage.
Concept taught, then a worksheet, then past-paper questions on that same topic. Full papers come once the topics are solid — not before.
Past-paper questions sorted by topic, so practice always matches what was taught that week.
Offline at Aundh or Baner, or online. Group sizes stay small enough that every student can ask.
Regular tests so gaps surface early, while there is still time to close them.
Most of our students take more than one subject with us.
Core and Extended, taught topic by topic with chapterwise past papers.
Read the Maths 0580 guide →Moles, organic chemistry and qualitative analysis — the three that decide the grade.
Read the Chemistry 0620 guide →How we teach IGCSE across every subject.
IGCSE overview →Book a free demo with a teacher who knows this syllabus. No cost, no obligation.
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