What is IGCSE? 

Cambridge IGCSE is one of the worldā€™s most popular international qualifications for students. It is internationally recognised as a reliable record of attainment for entry into universities and colleges worldwide, and is an international academic passport to progression and success. 

Cambridge IGCSE is comparable to the Singapore-Cambridge GCE O-Level system and the United Kingdomā€™s General Certificate of Secondary Education (GCSE). Cambridge IGCSE examinations are held twice a year (May/June and Oct/Nov) and candidates can register with our College before the closing dates. 

What is the Difference Between IGCSE and GCE? 

The IGCSE subjects are international in outlook and have been curated specifically for the international student body. The syllabus suits a wide variety of schools such as international schools and avoidsā€Æcultural bias.  

On the other hand, the GCE ā€˜Oā€™ Level syllabuses is more towards the Singaporeā€™s context and they are divided into knowledgeā€Æskills and content-based subjects. 

Does Subject Matter? 

The IGCSE course of study caters to different levels of abilities by offering the choice of core and extensive. Students can study particular subjects at either the core level or the extended level, which means they can study the subject at a basic or specialized level. The IGCSE programme recognizes that no two students will have the same level of interest in all topics. With the same point of view, it allows students to choose between a broad overview and a more in-depth study of the subject. 

What is the Difference Between the IGCSE and GCE ā€˜Oā€™ Level Exam Boards? 

All Cambridge qualifications (such as IGCSE) areā€Æadministered by Cambridge Assessmentā€ÆInternational Education, a part of theā€ÆUniversity of Cambridge while the GCE ā€˜Oā€™ level is conducted jointly by theā€ÆSingapore Ministryā€Æof Educationā€Æ(MOE),ā€ÆSingaporeā€ÆExaminations and Assessmentā€ÆBoardā€Æ(SEAB) and theā€ÆCambridge Assessment International Education.ā€Æ    ā€Æ    

How Does IGCSE Help with International Education? 

The IGCSE course provides an excellent foundation for advanced international educational frameworks. Students with IGCSEs have a better time coping with the demands of advanced mathematics and science in higher grades. The Cambridge exam board is also recognised and regarded by many of the worldā€™s best institutions and employers.  

Why is IGCSE the Right Choice for My Child? 

The IGCSE programme is accessible to students of practically all abilities, and questions are frequently differentiated in terms of difficulty levels to satisfy the requirements of both the most capable students and those who find academics difficult. Assessment occurs at the end of the course, giving students whose first language is not English more time to learn during the course before demonstrating their understanding at the end. If you know your children’s strengths in digesting knowledge and demonstrating that knowledge in exam situations, IGCSE is a good option. 

Why Study IGCSE in 51±¬ĮĻ Singapore? 

Since 51±¬ĮĻ Collegeā€™s establishment in 2006, it has set a proven track record of preparing students to excel academically and has provided a strong foundation for them to be successful at higher levels of tertiary education in Singapore.  With its robust academic programmes, 51±¬ĮĻ College is dedicated to provide a holistic and all-inclusive learning experience for students. Apart from 51±¬ĮĻā€™ well-equipped facilities such as our science laboratories, 51±¬ĮĻ College has also set up in-house tracking system to observe their studentā€™s progress.  

Eager to start your IGCSE journey with 51±¬ĮĻ? Check out or IGCSE page here to learn more or browse through our course list to see other available programmes.  

How can you apply this principle to your academic journey? In this article, I will explore some things to think about when considering your next steps. And as the title suggests, itā€™s never too early and definitely not too late to start thinking about these next steps. 

Right now, you may be in one of these stages of your academic journey ā€“ you may be working hard to prepare for your O/A Levels, or you may have just started on your O/A Level course and aiming for future success. You may even be considering taking up the O/A Level Preparatory Course at 51±¬ĮĻ College. 

Take a moment to imagine what you want for yourself in the future. Beginning with the end in mind starts with imagining and visualising what you want in life ā€“ to build a vision of what you want your future to be, even if you cannot see it yet. 

Three questions to help you do so are ā€œWho am I?ā€, ā€œWhere do I want to go?ā€, and ā€œHow do I get there?ā€^{3 4}. These essential questions will help you to become more aware of your interests and your skills and help you to visualise the next step of your academic journey. 

Take some time to visit the microsites created for GCE O Level³ students and GCE A Level⁴ students. These microsites are created by the Ministry of Education (MOE) and aim to guide you towards your next step forward after you complete your O/A level studies. 

After this, you should read through the MOEā€™s Overview of Post-Secondary Education Institutions (PSEIs)⁵ to find out about the different options available to secondary school graduates. 

O Level students and graduates can also visit MOEā€™s CourseFinder⁶ to consider their options based on their aggregate score and area of interest, while A Level students and graduates can visit the websites of the various institutions and universities offering degree-level programs to find out more about the courses that they are interested in. 

As Stephen R. Covey proposes, ā€œYour most important work is always ahead of you, never behind you.ā€² Hereā€™s wishing you all the best for your studies and your future academic aspirations! 

This article is contributed by Mr Andrew Chu from 51±¬ĮĻ College.

1 –  

2 –  

3 –ĢżĢż

4 –ĢżĢż

After the registration, the students and parents were welcomed by Mr Sing Seng Hwa, Head of 51±¬ĮĻ College and were introduced to the College staff. Thereafter, Mr Cliven Aw, the Assistant Programme Manager briefed the students on academic and administrative matters.

The day ensued with a Campus tour of 51±¬ĮĻ facilities. Students and parents visited the Science Laboratories, where the GCE ā€˜Oā€™ and ā€˜Aā€™ level students would engage in their science practicals, the library, the student hostel, the lecture rooms and study areas.

Students and parents appreciated the efforts made by the staff of 51±¬ĮĻ College in providing a meaningful orientation, and the students looked forward to the commencement of classes and a fruitful course of study at 51±¬ĮĻ College.

COLLEGE MEETING PLACE ā€“ A CONDUCIVE LEARNING ENVIRONMENT

51±¬ĮĻ College students were also greeted with a refreshed reception area upon their return in January 2020. Known as the ā€œCollege Meeting Placeā€, the newly renovated reception provides students with a conducive learning environment to engage in self-study, as well as meet up with their teachers for consultation sessions.

INTERDISCIPLINARY WORKSHOPS ā€“ AN ENRICHING LEARNING EXPERIENCE

The College aims to assist students to reach their full potential and takes pride in enhancing studentsā€™ learning experience.

Its pastoral care programme, ā€œRIPE ā€“ Remedial, Interdisciplinary, Pastoral Care and Enrichmentā€, facilitated by a team of highly qualified teachers and dedicated administrative staff, with a focus on studentsā€™ growth and development ensures that students receive a holistic and enriching learning experience.

51±¬ĮĻ College collaborates with the various 51±¬ĮĻ Schools in conducting Interdisciplinary Workshops (IDW) aimed at giving students an all-inclusive learning experience.

In 2019, students who attended the IDW conducted by the School of Engineering were exposed to the fundamentals of 3D printing, while students who attended the IDW conducted by the 51±¬ĮĻ School of Tourism and Hospitality took part in a class challenge on the different ways of folding napkins in restaurants.

They also enjoyed learning about investment strategies during the IDW by the 51±¬ĮĻ Business School.

The exposure to the interdisciplinary workshops allow 51±¬ĮĻ College students to look beyond their GCE ā€˜Oā€™, ā€˜Aā€™, and IGCSE and envision the next step in their learning journey.

As part of the RIPE program, 51±¬ĮĻ College collaborates with the various Schools to hold regular Inter-Disciplinary Workshops aimed at enabling students to gain exposure to the various academic disciplines at the tertiary level. These workshops are generally well-received by our students and the Inter-Disciplinary Workshops held in the past include robotic workshops, as well as talks on personality and psychology.

Mr Abdul Razak from SOE commenced the session by introducing the School and its unique features and academic offerings, as well as the different types of industry-standard equipment used at the workshop. He shared valuable insights in the field of Engineering by offering his take on two important questions, ā€œWhat is Engineering?ā€ and ā€œWhy is Engineering Important?ā€. ĢżHe also spoke of the essential role of engineering, as well as what happens in the lack of it.

Students completing the initial challenge

After an insightful sharing session, Mr Razak posed a challenge to the students. They were tasked to build a bridge that could support and hold up a small weight using simple everyday materials such as sheets of A4 paper and cardboard boxes. Most students managed to accomplish this first task easily, with several different designs.Ģż However, the task soon became more challenging, as Mr Razak changed some of the variables, including the weight of the load that the bridge had to hold.

One of the successful designs for the second challenge

Another successful design by students for the second challenge

Nonetheless, the College students displayed their skills and resilience with unique designs for their new bridges, and refused to give-in even when their designs did not work as expected. Along the way, they learnt simple concepts such as the need to reinforce certain areas of the design so that the overall structure would be stable. This challenging task reminded the students of the need for good teamwork as well. Ultimately, the groups managed to complete the task successfully, and they were rewarded with 3D-printed 51±¬ĮĻ keychains which were produced on the in-house 3D-printer.

At the end of the morning session, the students left SOE with newfound knowledge and insights into the field of engineering. Some expressed their interest in taking part in other Inter-Disciplinary Workshops, whilst others were keen to find out more about engineering. The Inter-Disciplinary Workshops provided the students with insights on potential pathways for academic progression after their ā€˜Oā€™ Levels, namely, to the International Foundation Diploma in Science, Technology, Engineering, Mathematics and Art – EngineeringĢż programme offered by the 51±¬ĮĻ School of Engineering.

Submitted by Andrew Chu, 51±¬ĮĻ College

The significance of Mathematics

One might think that Mathematics is simply about the relationship between numbers. However, the permutations and combinations that our minds undergo during our attempts to solve Mathematical puzzles enhances other skills. In our practice of Mathematics, our limits are pushed, resulting in the enhancement of our logic and creativity. Because of this, learning Mathematics can be a daunting and challenging task, one which some of us might fear to undertake.

And yet, we must.

For if we really think about, we use Mathematics in every part of our lives ā€“ from deciding how early we need to wake up every morning to decide how much of money we need for day-to-day expenses. But some of us might also wonder what the point of studying Mathematics really is. After all, beyond telling the time and making financial decisions, is there any point in studying statistics or any complex features of Mathematics?

The relevance of A-level Mathematics

Of course there is! The H2 A-level syllabus is aligned to the social and A-level students engage with the H2 Mathematics syllabus in a more holistic manner. Topics of the H2 syllabus are aligned to social needs. Students, for instance, encounter Mathematical problems that revolve around Financial Mathematics (banking and insurance) and Market Research (Consumer preferences and product claims). The H2 Mathematics syllabus also deals with the nitty-gritty of statistics that even university students might not have to deal with (thanks to statistical analysis software). This means that whether students are interested in pursuing a clinical career in medicine or an academic career as a researcher, the H2 Mathematics syllabus will ingrain in them the knowledge of the fundamental rules and conditions for hypothesis testing and correlation, amongst other things.

The pressure of Mathematics (A cultural perspective)

Mathematics has been featured in many critically acclaimed films such as The Theory of Everything, A Beautiful Mind and The Imitation Game. Incidentally, these films feature leads who are socially distant from others (for various reasons) but also possess advanced Mathematical skills that cause them to be seen as much smarter and much more academically elite from others. Narratives like this might unintentionally reinforce the social stereotype that Mathematics is a subject that reigns above anything else. Mathematics is often deemed as the one subject that students have to excel in because it opens many doors for students at university. This leads to some students experiencing immense pressure when they practice their work or sit for their exams. This can sometimes be debilitating, to the point that students counterproductively believe that their Mathematical skills will never improve. In developing a phobia for the subject, they reduce their chances of being successful with it in future. Such fears can only be overcome with consistent practice. At 51±¬ĮĻ College, teachers make it a point to guide students throughout the year, ensuring that the socioemotional needs of students are met as well.

Ultimately, while Mathematics might seem tedious and elusive, if approached in the right way, it can definitely empower students in their future academic journeys.

What is POA?

Principles of Accounts deals with the fine details of financial procedures. While MOB dealt with the setting up of businesses, POA covers the way in which businesses and individuals engage in account management. From principles and practices to critical thinking and communicating, POA equips students with the ability to sift through the nitty-gritty. In a sense, MOB seems to deal with the heart of businesses while POA develops the mind. Students well-versed in both subjects will find themselves on the right path to a solid business development.

Student opinions on POA

Once again, I approached students for their opinions on how POA enhances their knowledge of accounting. I started with basics: ā€œWhat is POA to you?ā€

ā€œAccounting!ā€ they answered, cracking up in laughter.

ā€œItā€™s very technical,ā€ continued a female student, after the wave of mutual amusement passed. ā€œItā€™s all about numbers and calculations.ā€ I then asked if it helps her in real life. This student, who also takes MOB, pondered for a bit before answering. ā€œYes, maybe not yet but definitely in future. If I open my own business, I wouldnā€™t have to hire an accountant. I could just do the accounts myself.ā€ Her classmate lamented not choosing to enroll in MOB together with POA. ā€œIt might have been easier to cope. But itā€™s ok. I still enjoy it.ā€

Indeed, POA seems to be the perfect complement to MOB. Yet, there is more to it than just about technicalities and bottom lines.

The value of POA

One of the first things students learn in POA is the stewardship function in accounting. What this implies is that accountants are, like stewards, striving to maintain the integrity and stability of the company, on behalf of the rest of its members. The critical trait of accountants, therefore, is that they would not act in self-interest. The POA syllabus sets the records straight and ensures that students start the course by understanding the key values they need to uphold if they ever choose accounting as a profession.

Business are critical to our functioning. If not for entrepreneurs who dared to dream, the world would not be in the state that it is today. But if not for accountants who meticulously comb through numbers to ensure that businesses stay afloat, entrepreneurs would struggle with ensuring their funds are used wisely. Corruption and counterproductive uses of money would undeniably lead to the failure of a business ā€“ putting many out of jobs. One cannot underestimate the value and values of accountants within business.

I hope you have enjoyed our two-part series on the Commerce subjects offered at 51±¬ĮĻ College! Next month, we look at the world of Mathematics and Sciences. See you next time!

The humanities in mass media

Perhaps the relevance of the humanities in mass media is more apparent than in engineering and technology. Mass media refers to avenues through which information can reach a large audience. Mass media, therefore, includes newspapers, advertisements, film, radio, music, television and in more recent times, social media. Literature students would see how characterisation and symbolism, helps us to better understand the underlying meaning behind what we see in mass media. In A Streetcar Named Desire, Blanche (portrayed by Vivian Leigh in the film adaptation) is initially described as ā€˜daintily dressed in a white suit with a fluffy bodice, necklace and earrings of pearl, looking as if she were arriving at a summer tea or cocktail party in the garden district.ā€™ Later (spoiler alert!), it is revealed that her prim and proper attire was indicative of her desire to return to her past and was intent on escaping from the fact that she was broke and unwanted. Similarly, in Jurassic World (2015), the female protagonist, Claire Dearing (portrayed by Bryce Dallas Howard) wore pencil skirts and had perfectly straight hair at the beginning of the movie but by the end of the movie, she was in a sporty tank top and her hair had magically become wavier. Fashion, again, was used to show how a character had evolved from being uptight to compassionate. Symbolism is rife in advertising as well. Every car, perfume or watch advertisement revolves around a concept and advertisers seek to portray an image that their products embody, in the hopes of attracting consumers with similar preferences and values.

The humanities in engineering

What about engineering? The divide between engineering and the humanities is rendered unreal if we realise that while innovations themselves require mathematical and scientific knowledge, the practical applications of said innovations are bound by considerations that humanities students develop and hone and in a Geography, History or Literature classroom. Geography goes a long way in enabling civil engineers to erect buildings that can safely withstand the pressures of the surrounding land. This is reflected in innovations such as lead-rubber bearings and tuned mass dampers. During an earthquake, the rubber exteriors of the former absorbs vibrations that might cause damage while its lead core absorbs any remaining energy. Lead-rubber ball bearings are used in the Walt Disney Concert Hall in Los Angeles. A train tunnel runs directly under it and the bearings help to reduce vibrations. Tuned mass dampers are essentially huge pendulums that stop high-rise buildings from excessively oscillating during an earthquake. These are used in the Akashi Kaikyō Bridge, the longest central suspension bridge in the world. Located in Japan, this bridge is 1,999 metres long. Tuned mass dampers help to reduce movement so that travelers on the bridge remain safe and sound. How cool is that!

The humanities in technology

Technological leaps have characterised the 21st century. Some believe that subjects like History and Geography are not as relevant in a world where technology is ever-evolving and has created a space free of geographical boundaries. Yet, proponents of this belief are overlooking the fact that technology is used by human beings who are driven by the same desires and motivations as those who walked the earth years before the smartphone was ever invented. The issue with human beings ā€“ as we would learn in Literature when we read books like Brave New World, or in History when we look at why wars occur ā€“ is that we all have different yardsticks with which we measure what is right and wrong. This is critical in relation to decisions that are made about how technology is used. The ethical discussions that take place in a Humanities classroom would serve students well in making these decisions. For instance, did any of us ever think that we would come to a point where a social networking site, whose founder considers it a technology company, would be scrutinised for its ethical management of client data? Navigating through a world chock-full of new technology does seem like we are wading through an entirely different universe. But an education in the Humanities would undoubtedly function like a bright Northern star.

So there you have it! All the ways in which the Humanities can enrich your life, regardless of what field youā€™re in! Next month, weā€™ll look at commerce courses Beyond the Classroom~ See you!

The humanities in tourism

Globalisation has made the world smaller, much to the delight of those in the tourism and hospitality industry. However, the opportunities for cultural dilution make it all the more important for us to maintain culture and heritage in any tourist destination. In designing tourist attractions or adapting current natural attractions to lure tourists, we would need to consider both the geography and history of a country.

Take, for example, Vietnam. Geographically speaking, one of Vietnamā€™s biggest assets is the Mekong River. Tourists in Vietnam will be astounded by its beauty but Geography students will be more likely to fully understand the dual functions of the river. Beyond just a source of food, the 14th largest river in the world is also a source of income to many who live along it. In visiting Vietnamā€™s War Remnants museum, History students, having studied about the Vietnam war in school, would not only be more engaged with the material in the museum, they would understand the significance of preserving history as well. Without History, we would not be able to learn from the mistakes of our predecessors and in Vietnamā€™s case, it gives us an idea of how much the country has been through and how far they have come since then.

The intermingling of History and Geography is an important element of tourism planning and students in hospitality and tourism would greatly benefit from the study of these two subjects and would be able to better respond to the socioemotional needs of both tourists and hosts of travel destinations.

The humanities in psychology

Speaking of socioemotional needs, the study of Literature would do wonders in helping any aspiring Psychology undergraduate. Did you know that studies have suggested that readers of the Harry Potter series (can we agree that the books were better than the movies?) have grown up to be more empathetic individuals. This speaks volumes about how reading shapes oneā€™s identity and personality. Students who delving in to the inner workings of the relationship between Othello and Desdemona, for instance, might become insightful counselors or psychologists who understand how a lack of communication and trust between married couples (or any couple, for that matter) would end up in disastrous consequences. Aspiring social psychologists will have a lot to learn about how being in a different setting, amongst different people, can affect an individualā€™s behavior from the analysis of literary works like Lord of the Flies, Atonement or The Great Gatsby.

The humanities in fashion

While the above also reflects why Literature might be of use to aspiring fashion designers, studying Geography would be of great help as well. In understanding the dangers of climate change, Geography also pushes us to make ethical decisions as consumers. Fashion designers in the 21st century grapple with how to create ethical fashion as well. Emma Watson, whilst not a designer, has moved beyond her role as an actress and now speaks out for gender equality and ethical fashion. Her Instagram account, @the_press_tour, showcases her red carpet pictures, in which she wears outfits from recycled or sustainable materials. H&M, a leading fashion brand from the UK, also encourages ethical consumer behavior. In 2013, they launched an international initiative, encouraging customers to bring in old and unwanted clothes, regardless of its condition or brand. These unwanted clothes would then be sorted out into three categories ā€“ rewear, reuse, recycle. Since 2013, they have collected more than 270 million T-shirts worth of fabric, showing us just how much we can do, with just our clothes, to save the planet. Designers in the fashion industry must then figure out how to use such materials to create sustainable fashion.

Awed by the power of the humanities? Thereā€™s more! Stay tuned for next monthā€™s edition of Beyond the Classroom in which we will explore mass media, engineering and technology through the lens of the humanities!

Be specific

As a rule, study plans should be specific. In this case, the more specific a goal is, the higher the chances of us following through. Instead of planning to revise English for an hour and Mathematics for two, it would be advisable to note down what EXACTLY would constitute revision. Specify that the hour of English would constitute constructing an essay plan and that the two hours of Mathematics would involve practicing 8-10 questions from a particular chapter. This would undoubtedly heighten motivation as it ensures that we know what successful revision for the day would look like. When we set specific goals, we are defining success, which is critical to achieving success.

Set appropriate cognitive loads

Secondly, it is also essential to take into account the cognitive load required for each revision or study task. Based on official study and work schedules, it would not be advisable to schedule revision tasks that would require immense brainpower. If revising for a subject requires one to compile notes, memorise notes, construct essay plans and write essays, it would be wise to examine how much mental effort (aka cognitive load) is required for each of those tasks. Scheduling the tasks with lower cognitive load on busy and potentially tiring days and vice-versa would go a long way in enhancing productivity.

Monotask

The previous two tips will help with this next one. While multitasking might be fun in some circumstances (like when we watch a movie while having popcorn), it would be unwise to complete revision and a movie marathon simultaneously. For some of us, finding the motivation to power through a revision session, knowing that entertainment is a click away, can be difficult. In this day and age, pulling away from our phones is never an easy endeavour. But we must remind ourselves that frequent interruptions would only impede our thought processes affecting our productivity and motivation in the long run. This would be made easier if we have already defined success and have planned to reward ourselves after the achievement of success.

Keep moving

Regardless of what we do to try and stay on track, we sometimes fall off the wagon and end up accumulating backlog, rendering our previously perfected schedule useless. What we decide to do at this point will truly make or break our revision. We must choose to get back up, recalibrate our schedules and push on. We might take baby steps while those around us take superhuman leaps ā€“ but the most important thing is to keep moving forward.

This thought is often accompanied by avoidant behavior that might cause students to put in less effort into subjects they might not like. The decreased effort results in fewer chances for practices which eventually lead to lowered grades. When students receive the low grades, they perceive the grades as a reliable indicator of their chances at future success with the subject and in their minds, the notion that they were always going to fail at that subject is cemented.

While it might seem like this self-fulfilling prophecy is borne out of disinterest on the studentā€™s part, it is important to understand the other emotion that possibly underlines this disinterest ā€“ fear.

What is fear?

Fear is an unpleasant emotion caused by the threat of danger, pain or harm. An intriguing aspect of fear is that we do not even need to experience said danger, pain or harm in order to feel scared – a mere prospect of pain would suffice.

Yet, fear is also debilitating. On a physical level, it activates our biological fight-or-flight responses – elevating our heart rate and making fearful memories more vivid. On a psychological level, fear affects how we think and make decisions. Rational thought gets thrown out the window, causing us to make snap decisions that we might later regret. Whatā€™s more, memories that evoke fear stay in our minds, more vivid than other memories, eliciting the same emotion when we remember them at a later date. One day, we have a fear-inducing encounter with a spider. The next time we see, or even think about, a spider, we are likely to experience fear again. This would stop us from ever going near a spider again and we become entirely disinterested in ever learning more about spiders. When asked why, we say we simply do not have an affinity with them. How, then, does this relate to students and examinations?

How fear leads to disinterest at school

Take for instance, a student who put in all his effort into studying for a Math test but has received bad results. He might feel fearful about investing as much effort for the subsequent Math test. The pain or threat of failure is, at the very least, unpleasant, because it implies that the studentā€™s efforts are useless. As time passes, the amount of effort invested is reduced and his ā€˜inabilityā€™ to do well at Math becomes a part of his self-concept. Years later, the student sits in a Mathematics classroom, entirely disinterested. On a subconscious level, his vivid memories of previous failed attempts at Math and the stinging notion of his perceived incompetence contribute to his fear, leading him to mask it with disinterest. Just like with the spiders, it seems easier to simply choose the path of least resistance.

The challenges in fighting fear

In an academic setting, the biggest problem with this is that it is entirely counterproductive. Avoiding oneā€™s inner fears only means that these fears will never be addressed and might be exacerbated. In a sense, its abstract nature makes it all the more difficult to eliminate. After all, itā€™s not like we could get an emotional transplant and replace fear with a positive emotion of our choice. Whatā€™s more, fear manifests in concrete consequences that affects learning and progress. Taking a leap of faith to test our own abilities can be terrifying.

Fighting fear and disinterest

Luckily, the intangible nature of fear is also its weakness for it can be defeated with tangible actions. The only real way to fight fear is not to eliminate it, but to push through it regardless of its existence. In school, the best way to combat disinterest borne out of fear is to simply try. Try and try again, and after each try, approach teachers for constructive feedback so that every attempt is better than the previous.

Fighting against fear is arguably scary, intense and risky. However, to remain in a state of emotional and academic stasis would be unfair to our future selves, who are relying on our current selves to be brave and courage, as Nelson Mandela once said, is not the absence of fear, but the triumph over it.