G1 English is one of the three subject levels for English Language under Singapore’s Full Subject-Based Banding system. It gives students a course in reading, writing, listening and speaking at G1 demand. The level describes the English subject a student takes. It does not describe the student’s intelligence, character or future.
The useful question is simple: can your child understand a message, work out what matters and communicate a clear response independently? That is where this guide begins. A student who chats happily with friends may still struggle to explain an answer in writing. A student who dislikes composition may nevertheless understand a spoken explanation very well. Those differences tell us what to teach next.
This guide explains what G1 English means, what parents can look for from Secondary 1 onwards, and how to turn a vague concern about English into a manageable learning plan. It is the meaning-and-readiness guide in this series; the linked syllabus guide provides the detailed examination breakdown.
Find the explanation you need
Understand the meaning · Check the subject framework · See the language skills · Plan practice and support · Read the quick questions
Contents 1–7
1. A More Important English Transition Than It First Appears
2. The Hidden English Problem: Familiar Words Must Become Meaning
3. G1 English Under Full Subject-Based Banding
4. What Students Need to Learn: Reading for Action
5. Reading Beyond the Obvious Without Guessing
6. Writing That Gives the Reader What They Need
7. Sentence Control Before Impressive Vocabulary
Contents 8–14
8. Vocabulary That Can Be Used Tomorrow
9. Listening Is an Active English Skill
10. Speaking Clearly Without Memorising a Personality
11. Our First-Principles Approach: Find the First Unstable Point
12. A Useful Practice Session, From Start to Finish
13. Three Learning Pathways: Repair, Stabilisation and Extension
14. Secondary 1 to Secondary 4: An Illustrative Learning Map
Contents 15–21
15. How to Reduce So-Called Careless Mistakes
16. What Parents Should Watch For
17. A Four-Week Home Plan With a Clear Purpose
18. Subject-Level Conversations and Future Pathways
19. Frequently Asked Questions
20. A Worked Repair: From the Wrong Date to the Right Decision
21. Helpful Reading and the Next Step
Quick parent check
| What you notice | First teaching check | Evidence to look for next |
|---|---|---|
| Wrong date selected | Match each date to its action | Try a new notice without a reminder |
| Clear spoken idea, unclear sentence | Check sentence structure | Write a fresh message independently |
| Word recognised but not used | Practise retrieval in context | Use it naturally on another day |
| First plan recorded instead of final plan | Track changes while listening | Explain the final choice in a new message |
A More Important English Transition Than It First Appears
Secondary English asks students to manage more information with less prompting. A worksheet may contain a notice, an image, several instructions and a question that refers to only one part of the material. The student has to choose the relevant detail instead of repeating everything on the page.
That transition can be surprisingly uncomfortable. At primary school, an adult may have regularly explained unfamiliar words, reminded the child to check the question and helped organise a paragraph. In secondary school, the same child may be expected to make those decisions more independently. The visible difficulty is a low mark. The underlying difficulty may be that several helpful supports disappeared at once.
Start by finding which support is still needed. Ask the student to read a short message and tell you what the reader must do. Then ask for a two-sentence reply. If the spoken explanation is accurate but the writing is confused, work on sentence construction. If both are confused, begin with understanding the message. These are different teaching starting points.
G1 English should therefore be approached with clear expectations and patient observation. Students need meaningful language work, appropriate challenge and feedback they can use. They do not benefit from being treated as permanently weak, nor from being given harder material simply because it looks more impressive. A good next task makes one important decision clearer and gives the student a chance to make that decision alone.
The Hidden English Problem: Familiar Words Must Become Meaning
Knowing the words in a sentence is not always enough to understand the sentence. Consider this original example: “Although the hall was crowded, Amir stayed near the entrance so that his younger sister could find him.” A student may recognise every word yet answer that Amir stayed because the hall was crowded. The sentence actually gives his purpose: helping his sister find him.
The useful teaching move is to separate the parts. What was the situation? What did Amir do? Why did he do it? The word “although” sets up a contrast; “so that” introduces the purpose. Once those relationships are visible, the student can rebuild the meaning without guessing.
Try a second sentence: “The activity will continue unless the weather becomes unsafe.” Ask whether light rain automatically cancels the activity. The answer cannot come from spotting the word “weather” alone. The student has to understand the condition. Practical English often depends on small words such as unless, before, except, only and instead.
This is why copying a dictionary definition is sometimes an incomplete solution. A learner also needs to understand how words connect ideas. Useful practice includes choosing between two possible meanings, explaining which detail supports an answer and changing one connecting word to see how the message changes. The purpose is not to make every reading session technical. It is to help the student notice where meaning comes from and carry that habit into unfamiliar texts.
G1 English Under Full Subject-Based Banding
Under Full SBB, students can take different subjects at different G levels. Posting Groups are used for secondary-school admission and initial subject-level guidance; they are not the same thing as an individual subject level. A student’s English arrangement must be checked directly rather than inferred from a Posting Group label. See MOE’s Full SBB explanation.
For the 2027 Singapore–Cambridge Secondary Education Certificate, SEAB lists G1 English Language as K100. Its assessment covers writing, language use and comprehension, listening, and oral communication. The oral component includes reading aloud and spoken interaction. G1 should therefore not be prepared using an assumed copy of the G2 or G3 paper structure. See SEAB’s G1 syllabus listing.
For everyday planning, write down three things: the student’s actual English level, the school year, and the next assessed skill. “Secondary 2, G1 English, reading a non-narrative text” tells a teacher much more than “my child is weak in English”. It narrows the problem enough to choose a useful first exercise.
Keep the student involved in this conversation. A teenager can understand that a course has particular demands without hearing the level as a judgement about personal worth. Say, “This is the English course you are taking now. Let us make the work more reliable.” That keeps attention on something the student can practise.
What Students Need to Learn: Reading for Action
Reading becomes useful when the student can do something accurate with the information. An announcement about a school event may include a date, reporting place, consent requirement and contact person. A learner needs to know which of those details answers the question being asked.
Use a short original notice: “Students joining Saturday’s heritage walk should report at the school foyer at 8.15 am. Bring water and a hat. Return the consent form to your form teacher by Wednesday. The walk will end at the museum.” Ask where students report. “The museum” is an understandable error because it is a place in the text. It is still the wrong place for this question.
Teach the student to match the action word in the question to the relevant action in the notice. Reporting and ending are different events. Returning a form and attending an activity have different deadlines. A simple timeline can make those differences visible before the student answers in prose.
Then change the format. Present similar information as an email or poster. If the learner succeeds only with the original notice, the skill is still tied too closely to one example. The next step is transfer: recognising the same information relationship in a new layout. This is a better sign of progress than being able to recite an answer that was just corrected. Keep the language accessible while the decision itself remains meaningful.
Reading Beyond the Obvious Without Guessing
Inference means working out something the text supports without stating it directly. It does not mean imagining a dramatic hidden story. Suppose an original passage says, “Mei checked the bus display again and tightened her grip on the interview folder.” A reasonable inference is that she is anxious about arriving for the interview. A claim that she has already failed the interview goes beyond the evidence.
Ask the learner to use a small three-part routine: what happened, what it suggests, and which detail supports that suggestion. At first, this can be spoken. The student might say, “She seems worried because she keeps checking the bus display.” That is a useful beginning even if the written sentence still needs work.
Avoid teaching a fixed emotion for every physical action. Silence can suggest anger, embarrassment, concentration or many other things. The surrounding situation determines which interpretation fits. Invite the student to test an answer against the whole paragraph rather than one isolated phrase.
Parents can help by asking, “What makes you think that?” in a curious voice. The question should open the reasoning, not announce that the answer is wrong. If a child cannot explain the evidence, return to the passage together. If the explanation is sensible but awkwardly expressed, preserve the idea and improve the wording. Understanding and expression are connected, but they should still be observed separately when deciding what to repair.
Writing That Gives the Reader What They Need
A useful piece of writing has a job. It may explain a problem, make a request, describe an experience or give information. Before discussing vocabulary, ask who will read the message and what that reader needs to know or do afterwards.
Imagine a student writing to a teacher about a missing project file. “My file is gone. Please help” identifies a problem but leaves the teacher with several questions. Which file? When was it last available? What has the student already tried? What help is being requested? Improving the message means answering the useful questions, not decorating the opening with elaborate expressions.
An original improved version might read: “I could not open our group’s presentation file this evening. It was available in the shared folder after school, but the link now shows an error. I have asked my group members to check their copies. Could we show you the saved screenshots tomorrow while we recover the file?” This version makes the situation and the request clearer.
The learning task can be smaller than a full composition. Give the student a short message and ask which important detail is missing. Then ask them to add that detail in one sentence. Later, combine several sentences into a coherent paragraph. This sequence helps a learner experience writing as a set of understandable decisions. It also makes feedback more specific: the next improvement may be clearer timing, a more suitable request or a better explanation of what happened.
Sentence Control Before Impressive Vocabulary
Sentence control means that the reader can follow who did what, when it happened and how one idea relates to another. A student who writes “Yesterday my friends goes library and we discussing project” has useful content. The repair should preserve that content while stabilising tense, agreement and sentence boundaries.
Begin with one clear version: “Yesterday, my friends went to the library, and we discussed our project.” Ask the learner to identify the time clue and explain the verb choices. Then change the sentence to describe a weekly routine. The student now has to decide between past events and repeated actions instead of copying a correction mechanically.
Do not correct every possible feature in a long paragraph at once. Choose a recurring problem that frequently interferes with meaning. Work on it in a small set of sentences, then return to the paragraph and check whether the student can apply the same decision there. This makes the correction usable.
Accuracy practice should also leave room for genuine communication. If a learner becomes afraid to write anything without checking every word, the task may have become too heavy. Alternate careful sentence work with short, meaningful messages where the student can express an idea. Over time, the aim is for accurate language to become part of communicating rather than a separate performance that disappears as soon as the learner has something interesting to say.
Vocabulary That Can Be Used Tomorrow
For a G1 learner, useful vocabulary often includes words needed to understand instructions, explain reasons, describe events and ask for help. This does not mean limiting the student’s language permanently. It means choosing a manageable starting set with an immediate purpose.
Take the words postpone, confirm, available and require. An activity might be postponed; a student might confirm attendance; a room might be available; an application might require a document. Teach the word with the kind of sentence it naturally appears in. Ask the student to use it in a different situation the next day.
Recognition is only one stage. A learner may choose “postpone” correctly in a multiple-choice question but be unable to produce it in a message. Close the word list and ask, “How would you tell a friend that the meeting is moving to next week?” That reveals whether the word can be retrieved when needed.
Keep a small record with meaning, a natural example and one common confusion. “Available” does not mean the same as “convenient”: a person can be available at a time that is inconvenient. Such distinctions help the student communicate more precisely. For further vocabulary support, use the Master SEC English Vocabulary Guide. Choose a few words that fit the current reading or writing task rather than adding a large unrelated list to an already crowded week.
Listening Is an Active English Skill
A student may hear the general topic of a recording and still miss the information needed for a question. Listening requires holding the question in mind, following the speaker’s meaning and noticing when a plan or opinion changes.
Try an original spoken example: “We first considered meeting at the sports hall, but it is being repaired. We will use the classroom next to the library instead.” Ask for the final meeting place. A learner who writes “sports hall” may have captured the first familiar place and stopped updating the answer.
Practise with short spoken messages before using a full listening exercise. Ask the student to listen for one target: the final decision, a reason, a sequence or a person’s concern. After the response, discuss the part that changed the meaning. Replay for learning when appropriate, while recognising that examination conditions follow their own instructions.
Listening practice should not become a spelling test by accident. If the student understands the answer orally but cannot record it clearly, work on recording information as a separate step. If they can copy notes from a transcript but cannot follow the audio, reduce the listening length and rebuild that skill. These observations prevent a common mistake: treating every wrong listening answer as lack of concentration when the difficulty may involve vocabulary, processing speed, information selection or note organisation.
Speaking Clearly Without Memorising a Personality
Good oral practice helps a student explain an idea so another person can follow it. It should not require the student to imitate an adult speech or manufacture experiences that never happened. Start with familiar situations and honest opinions.
Ask, “Would you prefer a class activity indoors or outdoors?” A short answer such as “Outdoors, because it is fun” provides a starting point. Help the learner develop it: what activity, why does the setting help, and what practical problem needs consideration? The response might become, “I would prefer an outdoor activity because we could move around and work in teams. We would need an indoor plan if the weather became unsafe.”
This is development through reasoning. The student has added an example and a condition. No difficult phrase was needed to make the answer more useful. Later, ask a follow-up that changes the situation: what if someone cannot take part in the physical activity? The student now practises responding rather than replaying a script.
For reading aloud, use short passages and focus on meaning as well as sound. Where does an idea finish? Which words need emphasis? Does the listener understand the message? Avoid turning an accent into a personal defect. Work on intelligibility, clear articulation and appropriate phrasing. A brief recording, listened to with one agreed target, can be more constructive than a long list of corrections delivered while the child is still speaking.
Our First-Principles Approach: Find the First Unstable Point
The first question is not how many worksheets the student has completed. It is where the meaning or response first becomes unreliable. A small diagnostic sample can include a short reading, a few sentences, a purposeful message and a spoken explanation.
Ask the student to think aloud on one task. If they pick an answer because it contains the same word as the question, teach relevance. If they understand the passage but cannot begin a written answer, model a simple sentence structure. If they start accurately but lose the sequence, work on organisation. Each observation points to a different intervention.
Use the Fencing idea as a teaching boundary: identify what the task requires, what information belongs inside the answer and what would take it off course. For a request email, the boundary may include the problem, necessary context and a clear request. An unrelated story stays outside. The fence helps the student decide what to include; it is not a substitute for reading the actual task.
Then remove support gradually. Show one example, complete a second together and ask the learner to attempt a third independently. Revisit the same decision in a changed context later. This approach makes the repair visible. A corrected answer shows what happened with help. A fresh answer shows what the student can now do alone. Both matter, but they provide different kinds of evidence.
A Useful Practice Session, From Start to Finish
A focused session can be short enough to fit a normal school week. The following is an illustrative learning design, not a statement about a particular class timetable. Begin with a quick recall of one earlier lesson: perhaps the difference between a reason and a result.
Next, teach one new decision using a brief text. If the target is finding a deadline, compare the date an event happens with the date a form must be returned. Ask the student to explain the difference. Then move to guided practice with a second notice in a different layout.
The independent task should be fresh. Give the learner an email containing a meeting time, a preparation deadline and a location. Ask a question without reminding them which detail to choose. Afterwards, review the reasoning before announcing a score. If the answer is wrong, find the point where the interpretation changed.
Finish with a small continuation task the student understands. “Write three sentences explaining what you must do before Friday’s activity” is clearer than “revise comprehension”. The next session should check that task briefly and reuse the decision elsewhere. This creates continuity between explanation, practice and feedback. The student sees that each piece of work has a purpose, while the adult gains evidence about which support can now be reduced and which still needs to remain.
Three Learning Pathways: Repair, Stabilisation and Extension
The repair pathway is for a student whose foundation prevents access to current work. They may misunderstand ordinary instructions, struggle to form complete sentences or depend on someone translating the whole passage. Begin below the point of overload and rebuild a small set of essential decisions.
The stabilisation pathway is for a student who understands the lesson but performs inconsistently. They may answer accurately when prompted yet miss the same distinction in a fresh exercise. Their next step is not necessarily more explanation. It may be spaced retrieval, mixed examples and a checking routine that they can use without adult reminders.
The extension pathway is for a student who completes current tasks reliably. Add complexity gradually: a less familiar text, competing information, a more demanding audience or a follow-up question that requires qualification. Keep the task connected to a clear learning purpose. Harder vocabulary alone is not a complete extension plan.
These pathways are learning descriptions, not new student labels. One learner may need repair in sentence grammar, stabilisation in reading and extension in spoken discussion. The plan can therefore contain different levels of support across skills. Review it using recent independent work. When the evidence changes, the teaching should change too. The goal is an increasingly capable learner, not a permanent place in a remedial group or a constant race towards the next label.
Secondary 1 to Secondary 4: An Illustrative Learning Map
Schools choose their teaching sequence and assessments. The following map is a planning aid, not an official year-by-year syllabus. In Secondary 1, a useful priority is learning how secondary English tasks work: reading instructions carefully, following a paragraph, writing clear sentences and taking part in a supported discussion.
In Secondary 2, check whether those skills survive with less prompting. Can the student organise a short response, explain a supported inference and carry a vocabulary item into a new task? This is also a sensible point to discuss longer-term subject planning with the school using actual work rather than family assumptions about level changes.
In Secondary 3, connect individual skills across longer tasks. A purposeful message requires reading the stimulus, selecting information, organising it and checking the result. Teach those stages together while still repairing the weakest stage separately when necessary. Avoid waiting until the examination year to discover that a student has never completed the whole process independently.
In Secondary 4, rehearsal should increasingly resemble the student’s actual assessment conditions. That includes knowing task requirements and managing the method of response. Continue small repairs where evidence shows a need. A final-year student can still benefit from learning a sentence distinction or a better way to check a request. Examination preparation and learning are not separate worlds; useful revision makes the language decisions more dependable under the conditions in which they will be used.
How to Reduce So-Called Careless Mistakes
“Careless” is a description of an outcome, not a complete explanation. A student might select the wrong date because they read too quickly, did not understand “by”, lost track of the question or copied from the wrong line. Telling them to be careful does not distinguish those causes.
Use a small error record. Note the task, the incorrect decision and the next check. For a deadline error, the check might be: identify the action attached to each date. For a sentence fragment, it might be: find the person or thing and the main action. Keep the record brief enough for the student to use.
Ask the learner to correct one answer and explain why the new version is better. Then test the same distinction in a fresh item. If the student gets it right only when the original page is visible, more transfer work is needed. If they can explain the distinction but repeatedly rush past it, practise a short pause at the relevant decision point.
Protect confidence by describing the action accurately. “You chose the event date instead of the form deadline” is more useful than “You never read properly.” The first statement points to a repair. The second makes the problem sound like a fixed personal trait. Students can take responsibility for checking while still receiving teaching that makes the check possible.
What Parents Should Watch For
Look beyond whether homework is finished. Completed work may contain extensive prompting. Ask what the student could begin alone, where help was needed and whether the same difficulty appeared on another day. Independence is one of the most useful signals of growing competence.
Notice patterns without turning home into a second examination room. Does your child avoid every written task, or only long compositions? Can they explain a passage in conversation but not on paper? Do they understand a recording when relaxed but lose the question during formal practice? These differences help the teacher choose a more precise response.
Bring observations to the school or tutor in concrete terms. “She understood the notice after we separated the two dates” is more informative than “She has no comprehension.” “He explained the event clearly but wrote incomplete sentences” identifies a teachable gap while preserving evidence of understanding.
Also watch the workload. A student may already be managing several subjects, CCA and travel. A plan that cannot fit the week is unlikely to remain consistent. Choose a few priorities, protect time for feedback and allow the learner to experience completion. If difficulties remain persistent across settings despite appropriate teaching, discuss them with the school so support can be considered. Do not diagnose a learning condition from one English worksheet or assume that reluctance automatically means laziness.
A Four-Week Home Plan With a Clear Purpose
Treat this as an adjustable example, not a promise of a grade change. In the first week, collect a small baseline: a short reading response, a purposeful message and a spoken explanation. Identify one recurring issue that blocks meaning. Agree on a manageable practice time and keep the first tasks short.
In the second week, teach and practise that issue deliberately. If the problem is explaining reasons, compare sentences containing because, so and although. Ask the student to explain the relationship before writing. Return to a real school task to show why the distinction matters.
In the third week, change the context. Move from a story to a notice, or from a spoken explanation to a short message. Reduce reminders. Keep a note of which decisions the learner now makes alone and where support returns. A temporary struggle in a new context can reveal the next teaching need without cancelling earlier progress.
In the fourth week, compare fresh work with the baseline. Use similar difficulty and record how much help was given. Look for a narrower error pattern, clearer sentences or more complete answers. Choose the next target from that evidence. If progress is limited, review the task difficulty, the teaching explanation and the practice conditions before simply increasing the quantity. A home plan works best as a small cycle of observation, teaching, independent use and review.
Subject-Level Conversations and Future Pathways
A possible level change should be discussed with the school. Decisions involve the student’s performance and readiness within the applicable school and MOE arrangements. A private practice score or a tutor’s confidence cannot by itself establish eligibility. Read MOE’s secondary-school experience guidance and ask the school how it applies to your child’s cohort.
Prepare useful questions: what evidence would the school consider, which skills need strengthening, what additional demand would the student face and when can the arrangement be reviewed? Bring independent work as well as marks. A learner who succeeds only with heavy prompting may need a bridge before taking on a different course.
Future education decisions also need specific checking. Course requirements can involve particular subjects, levels and grades, alongside other conditions. Avoid making a sweeping promise that one English level opens or closes every route. Identify an actual course or pathway, consult current official admissions information and speak with the school’s education and career guidance support.
Meanwhile, strengthen the English that remains useful in any route: understanding instructions, asking precise questions, explaining a problem and checking information. A student gains something valuable each time those actions become more independent. The immediate learning plan should give them that progress now while the family investigates longer-term options carefully.
Frequently Asked Questions
Is G1 English the same as being a weak student?
No. It identifies an English subject level. Students have different strengths across subjects and across language skills. A useful discussion focuses on present evidence: what the student understands, what they can express and which support helps. Avoid turning a course arrangement into a prediction about the whole person.
Can a child who speaks English at home still need help?
Yes. Everyday conversation offers shared context, gestures and opportunities to clarify. Written tasks may require the student to give all necessary information without those supports. Observe reading, sentence control and organisation separately. Fluent conversation is useful, but it does not automatically establish readiness for every school English task.
Should we begin with difficult vocabulary?
Begin with the actual barrier. If a student misunderstands ordinary linking words or leaves essential information out of messages, address that first. Add new vocabulary through meaningful texts and repeated use. A small set of words used accurately is a stronger starting point than a long list recognised only during revision.
Is tuition compulsory for improvement?
No. Some students progress with school teaching, purposeful practice and feedback. Additional support becomes useful when it identifies a specific gap and helps the student use the repair independently. Ask what will be taught, how progress will be checked and how the work fits the existing school load.
How quickly should progress appear?
There is no honest universal timetable. Early changes may include beginning work sooner, explaining a choice or repeating fewer sentence errors. Larger assessment gains depend on the starting point, task demands and consistent application. Review comparable independent work rather than treating one easier worksheet as proof of a lasting improvement.
Should we use another level’s examination papers?
Use material for a clearly identified purpose and check its relevance. A short passage from elsewhere might support a reading skill, but a different paper is not automatically a suitable mock examination. G1 has its own assessment structure. Use the student’s current syllabus and school guidance when planning examination practice.
A Worked Repair: From the Wrong Date to the Right Decision
Here is an original teaching example. A notice says that the consent form is due on Tuesday and the workshop takes place on Friday. The question asks when the student must return the form. The learner writes Friday. Rather than asking them to reread everything without direction, ask which action belongs to each date.
The learner can write two short notes: return form — Tuesday; attend workshop — Friday. Then ask them to answer the question in a complete sentence. The key repair is matching the requested action to its information. The full sentence checks that they can express the selected meaning clearly.
Next, remove the original notice. Give a new email with a booking deadline and an event date. Ask the learner to identify when a place must be booked, without repeating the earlier reminder. A correct independent answer is evidence that the decision is beginning to transfer. An incorrect answer tells you to practise the distinction in another small context.
Finally, ask the student to explain how they checked. A useful explanation is, “I looked for the date attached to booking, because the question asked about booking.” That is more dependable than remembering that the earlier date is always correct. Sometimes the task asks for the later event. The student needs a meaning-based decision, not a shortcut that happens to work on one page.
Helpful Reading and the Next Step
For examination specifics, continue to How to Make Sense of the SEC G1 English Language Syllabus. For a focused reading route, see G1 English Reading and Comprehension. For purposeful messages, see G1 English Writing and Communication.
The most useful next step is small enough to act on. Choose one recent piece of English work. Ask the student to explain one answer and write one fresh sentence. Notice where understanding is secure and where the response becomes uncertain. Bring that evidence into the next conversation with the teacher or tutor.
If your family is considering additional support, start with the current English level, recent school work and a realistic picture of the week. The purpose of a consultation is to identify the learning need and an appropriate next action. It should not require a promise of a grade or a rushed decision about the student’s future. Clear English grows through meaningful practice, useful feedback and increasing independence, one dependable decision at a time.
Read the four-part English series
What is G1 English · What is G2 English · What is G3 English · What is G1, G2 and G3 English
Explore the eduKateSG English collection for connected reading, writing and language-learning guides. Official framework and examination links were checked on 15 October 2026. Teaching examples and learning maps in this article are illustrative; use your school’s instructions and the syllabus for your own cohort.
To discuss whether current support is suitable for your child’s English learning needs, contact eduKate Singapore. Bring the actual subject level, recent marked work and a realistic picture of the student’s weekly workload. Confirm current English provision directly before making arrangements.