Resources · Learning Library
Explore public teaching previews and original guides for parents, adult learners, tutors and other education decision-makers.
Canonical public previews
These short previews show Jerry’s concept-first teaching style. They are not placement tests or extracts from protected learner records.
The denominator names the size of each part. Before adding, rewrite both fractions using a common denominator so the parts are comparable.
3/4 + 1/8 becomes 6/8 + 1/8 = 7/8.
Adding both numerators and denominators gives 4/12, but that changes the size of the parts and does not represent the original sum.
Rewrite 2/3 as 4/6. Then 4/6 + 1/6 = 5/6.
Coefficients in a balanced equation give the reacting ratio. They connect the chemical story to the calculation.
For 2H₂ + O₂ → 2H₂O, 3 mol of O₂ requires 6 mol of H₂ and can form 6 mol of H₂O when the reaction is complete.
Do not change the small numbers inside a chemical formula to balance an equation; change coefficients in front of complete formulas.
The H₂:O₂ ratio is 2:1, so 4 mol H₂ requires 2 mol O₂.
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Guides & learning notes
Parent guide5 min read
Repeated mistakes often begin with one missing idea. Learn how to distinguish a knowledge gap from an attention, confidence or practice problem.
Read the guide
Exam preparation6 min read
A practical timeline for moving from syllabus coverage to past-question practice without turning every lesson into a test.
Read the guideCurriculum transitions5 min read
The symbols may look familiar while the sequence, language and assessment style differ. Here is how to make the transition deliberate.
Read the guide
Chemistry5 min read
Stoichiometry is not only arithmetic. Learners need to understand particles, equations, ratios and units before the numbers connect.
Read the guideParent guide1 September 2026 · 5 min read
Repeated mistakes often begin with one missing idea. Learn how to distinguish a knowledge gap from an attention, confidence or practice problem.
When a learner repeatedly struggles with Mathematics, the visible problem is usually the latest wrong answer. The useful question is what happened before that answer. Was the operation misunderstood? Was a previous concept never mastered? Did the learner understand with support but freeze when working independently?
A productive diagnosis starts with a small sample of work across prerequisite skills. For fractions, for example, it may help to check multiplication facts, equivalent fractions and place value before introducing another worksheet on addition of fractions.
Parents can listen for three clues: the learner cannot explain why a step works; the same mistake appears in different questions; or the learner avoids starting because the task feels unpredictable. These clues point towards a concept or confidence gap rather than laziness.
The best starting plan is narrow. Choose one high-leverage gap, teach it in plain language, practise with guidance and then ask the learner to explain the method independently. Visible progress is built from connected small wins—not pressure or hurried topic coverage.
Exam preparation1 September 2026 · 6 min read
A practical timeline for moving from syllabus coverage to past-question practice without turning every lesson into a test.
Effective examination preparation begins before the final revision rush. The first phase is diagnosis: identify what the learner knows, which prerequisite skills are weak, and which topics carry the greatest risk if left unresolved.
For Common Entrance and BECE learners, a strong plan should balance fluency, reasoning and carefully timed practice. For senior candidates, topic mastery must be combined with question interpretation, calculator discipline where permitted, clear working and error review.
Past questions are most useful after the underlying ideas have been taught. Using them too early can train guessing; using them too late can leave a learner unfamiliar with the language and pace of the examination.
A realistic weekly cycle is teach, practise, review and retest. The parent should receive a concise picture of what improved, what remains unstable and what the next lesson will address. No responsible tutor can guarantee a score, but a clear system can make preparation more focused and measurable.
Curriculum transitions1 September 2026 · 5 min read
The symbols may look familiar while the sequence, language and assessment style differ. Here is how to make the transition deliberate.
A learner changing countries may meet familiar mathematical ideas in an unfamiliar order. Terminology, calculator expectations, written methods and the balance between fluency and reasoning can all change. This does not mean the learner has lost ability; it means the new curriculum needs to be mapped carefully.
The first useful documents are the learner’s current school scheme, recent marked work, textbook or online platform topics, and any examination specification. These show what the school expects now instead of relying on assumptions about a whole country’s curriculum.
A transition plan should compare prerequisite knowledge with the new sequence, then prioritise the gaps that affect current classroom work. Some learners need accelerated catch-up; others need help adjusting to the way answers are explained and assessed.
Time-zone planning also matters. Two consistent sessions at sustainable times are usually more effective than irregular intensive lessons. Parent feedback helps the home, school and tutoring plan remain connected.
Chemistry1 September 2026 · 5 min read
Stoichiometry is not only arithmetic. Learners need to understand particles, equations, ratios and units before the numbers connect.
A learner may know how to divide and multiply yet still struggle with Chemistry calculations. The difficulty often lies in deciding what the numbers represent: particles, moles, masses, concentrations or gas volumes.
Before introducing a formula, it helps to build the concept visually. A balanced equation describes a ratio between reacting particles or amounts. Units then show which conversion is needed. Once that meaning is clear, the arithmetic becomes part of a logical chain instead of a collection of memorised tricks.
A reliable working method is to state what is known, identify the target quantity, write the relevant relationship, convert units carefully and test whether the answer is reasonable. This structure reduces avoidable errors and makes correction more useful.
Chemistry support should also connect calculations to theory, graphs, observations and safe experimental reasoning. The aim is not merely to produce an answer, but to understand the chemical story the answer represents.
A focused public collection
New public guides can be reviewed and added here. The protected learning system remains the place for assigned work, private records, full diagnostic material and tutor-only answers.
A thoughtful first step
The initial fit conversation is free. It helps both sides confirm the right starting point, curriculum and timetable.
