This week’s Sunday Setup is about something students often try to avoid, but which sits at the centre of genuine understanding. Not knowing. As exams approach, there is a strong urge to eliminate uncertainty as quickly as possible. To look things up, copy model answers or move on as soon as discomfort appears. Learning does not happen when everything feels clear. It happens in the moments just before it does. That is what this week’s reflections focus on. This week’s reflections This week I noticed how quickly students label uncertainty as failure. If they cannot answer immediately, they assume something has gone wrong. In reality, that pause is often the most valuable part of the process. It shows where understanding is incomplete, where ideas have not yet connected and where thinking needs more time. Students who improve most are not the ones who avoid these moments. They are the ones who stay with them long enough for clarity to form. On my mind this week Not knowing is uncomfortable, especially for high achieving students. They are used to being competent, quick and correct. A level subjects require ideas to be linked, compared and applied across topics. That kind of understanding cannot be rushed. When students learn to tolerate uncertainty without panic, their thinking becomes more flexible. They stop chasing reassurance and start building explanations that actually hold. Things I’ve learned about A-Level Revision Uncertainty often signals learning, not weakness. Students who pause think more deeply than those who rush. Immediate clarity is not the goal. Durable understanding is. Confidence grows after confusion, not before it. Study tip When you get stuck, resist the urge to look up the answer straight away. Instead, ask yourself what you do know. Write it down. Say it out loud. Try to bridge the gap. Even a partially formed explanation strengthens understanding more than copying a perfect one. For Parents If your child seems frustrated while revising, that does not always mean revision is going badly. It may mean they are engaging properly with difficult material. Reassure them that uncertainty is expected and temporary. Encourage them to explain what they are unsure about rather than moving past it too quickly. One thing to try this week Once this week, deliberately stop before checking the answer. Sit with the question for an extra minute. Let the uncertainty surface. Then notice how much clearer the explanation feels once you resolve it yourself. Quote of the week “The pause is part of the process.”   If you haven’t been to one of my information sessions where I share the details of the courses that are starting in February, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

This week’s Sunday Setup is about something I’ve been thinking a lot about recently…What actually drives progress in learning and what only looks impressive from the outside. With AI tools becoming more visible in education, it feels more important than ever to be clear about what cannot be automated. Attention, judgement and care still matter. That is what this week’s reflections focus on. This week’s reflections This week I noticed how often people confuse surface level professionalism with real quality. I have had comments suggesting I must be AI, because I seem too good to be true! It made me think about how many students and parents are navigating a very noisy space. There is a lot of clever presentation around education right now, but not always a lot of follow through. Once money has changed hands, the support can feel thin. Real progress still comes from presence. Someone noticing what is going wrong, adjusting course and staying involved when things feel uncomfortable or unclear. On my mind AI has its place, but learning is not a transaction. It is a relationship between effort, feedback and trust. What worries me is not the technology itself, but the way some services prioritise sounding impressive over being useful. Students end up busy, parents feel reassured, but understanding does not actually deepen. Being real means saying when something is not working and changing it. It means adapting rather than delivering the same response to everyone. That is not efficient in a marketing sense, but it is effective in a learning one. Things I’ve learned Students respond better to honest feedback than overly positive reassurance. Feeling supported changes how hard students are willing to think. Real improvement usually comes from small corrections made early, not big interventions later. Human attention still matters. Study tip If you are revising this week, pay attention to where you hesitate rather than where you feel confident. Hesitation is useful information. Pause there. Ask why it feels uncertain. That is where learning actually happens. Do not rush to cover more. Stay with the uncomfortable bit until it makes sense. For Parents If your child seems flat or disengaged at the moment, it does not necessarily mean they have stopped caring. This time of year often brings fatigue rather than defiance. What helps most is steady expectation combined with understanding. Keeping routines predictable gives students something solid to lean on when motivation wobbles. One thing to try this week Ask yourself or your child one simple question at the end of a study session. What do I understand better now than I did an hour ago? If the answer is unclear, the task may have been too broad. Quote of the week “You can copy the method, but you cannot copy the person.” If you haven’t been to one of my information sessions where I share the details of the courses that are starting in January, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

Many students are working hard right now. Evenings are full, weekends are busy and revision is happening regularly. Yet progress often feels slower than it should. The difference is rarely effort. It’s direction. This week’s reflections This week highlighted the difference between effort and direction. Plenty of work was being done, but not all of it was moving people forward.  When effort is not aimed carefully it becomes tiring without being effective.  Direction turns work into progress. On my mind this week Many students confuse being busy with being effective. They feel productive because they are doing something every evening, yet results stay flat.  Progress improves fastest when students are clear on what they are trying to improve rather than how long they sit at a desk. Things I’ve learned Clear goals reduce anxiety more than reassurance ever does. Students work better when they know exactly what success looks like. Small measurable wins build confidence more reliably than vague encouragement. Focus sharpens motivation rather than restricting it. Study tip Before you start revising, write down one specific question you want to be able to answer by the end of the session. Study until you can answer it without notes. Stop when you can. This keeps revision purposeful and prevents overworking. For Parents If revision seems unfocused, ask what your child is trying to improve this week rather than how much they are revising. Help them narrow the target. Clear aims make it easier to work well and to stop at the right time. One thing to try this week Choose one weak topic and define what improvement would look like in one sentence. Work only on that until the sentence is true. Then move on. Quote of the week “Effort without direction is just movement.” If you haven’t been to one of my information sessions where I share the details of the courses that are starting in February, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

February begins today. Many A-level students and parents will notice: Energy dips. The days still feel short. Motivation becomes unreliable. Something very human happens. Students begin to work in bursts. A long Sunday session. A late-night cram. A promise to “catch up properly” after a quieter week. Periods of overwork followed by avoidance. These reflections are about why that cycle is so common, why it feels responsible and why it undermines long-term progress. Heroic effort looks impressive. It is rarely effective. It is not the big days that move the grade. It is the ordinary ones, repeated. This week’s reflections I see the same pattern every year around this point. Students begin to work in waves. A big push. A little wobble. A collapse. Then another big push. This thinking creeps in: “I’ll just do a huge session and get back on track.” It feels like a good idea. It feels committed. It feels like taking responsibility. However, learning does not compound in bursts. Understanding grows through repetition, spacing and return. It builds over time through continuity. One extraordinary day cannot replace ten ordinary ones. When routines slacken off, students try to compensate with intensity. What they really need is momentum. On my mind during revision season The brain is drawn to drama. A long session feels meaningful. A tired evening of twenty focused minutes does not. Biology disagrees. Memory strengthens through revisiting. Understanding deepens through return. Skill is built through frequency, not force. That is why students who rely on bursts often say things like: “I work really hard but nothing sticks.”“I keep starting again.”“I’m always catching up.” They are not lazy. They are working in the wrong way. Things I’ve learned about A-Level Revision 1. Intense sessions often follow guilt, not strategy.2. Long gaps undo more than long days can fix.3. Confidence comes from sticking to habits 4. Sustainable progress feels unremarkable while it is happening. Just like training for a race, learning only compounds when it is repeated. Study tip Let go of the rescue mindset: I’ll fix everything this weekend. Replace it with something smaller and more durable: • One non-negotiable daily slot, even if it is short• One topic at a time• Active work: explain, test and teach Twenty focused minutes done every day will beat a three-hour burst done twice a week. For Parents From the outside, this kind of progress can look unimpressive. There may be less “busy” time. Fewer dramatic revision days. More routine and less spectacle. This is not disengagement.It is focus.What helps most is praising consistency rather than sacrifice, supporting strong routines instead of marathons and normalising that progress often feels boring. A-levels are a long game.Stability is what wins it. One thing to try this week Each evening, ask: “What small thing did I repeat today?” Name the habit you kept. That is what compounds. Quote of the week “Success is the product of daily habits, not once-in-a-lifetime transformations.” You do not need more motivation.You need a structure and system in place that supports you when motivation has disappeared! If you haven’t been to one of my information sessions where I share the details of the courses that are starting in February, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

Many A-level students believe their results rest entirely on their own shoulders. Many parents believe the same. But A-levels are not just an academic challenge. They are an emotional, psychological and organisational one. Parents play a much bigger role in A-level success than most people realise — not by knowing the content, but by shaping the environment students are trying to learn in. These reflections explore why parental support matters, how it influences outcomes, and what genuinely helps students stay steady under pressure. This week’s reflections I’ve noticed that the students who cope best at A-level are not always the brightest. They are not always the most naturally confident. They almost always have one thing in common: A parent who understands the game they’re in. Not a parent who nags.Not a parent who panics.Not a parent who adds the pressure of their own expectations. A parent who provides calm structure. A-levels are heavy. Students are juggling workload, identity, comparison with friends, fear of failure and fatigue — all at the same time. They do not need more pressure.They need a support system they can lean on. On my mind during revision season Parents can’t sit the exams. But you can shape the environment your child studies in — and that environment matters more than most people realise. You influence whether home feels like: A place of safety…or a place of judgement A base for recovery…or another source of stress A support system…or an emotional rollercoaster Students don’t fail A-levels because they “don’t care”. They struggle because they become overwhelmed, disorganised, discouraged — and eventually give up. The home environment either stabilises that…or amplifies it. Things I’ve learned about A-Level Revision Students whose parents stay calm under pressure perform better. Students who feel emotionally safe are more secure and work more effectively. Students who are supported to build routines develop resilience, confidence and consistency. Study tip (for parents) A-level success is not built in bursts of panic. It’s built through consistent habits. What parents can support: Regular sleep Consistent study times Balanced meals Reduced distractions Clear weekly structure You don’t need to understand the content. You need to protect the conditions in which learning can happen. For Parents What students hear at home becomes their inner voice. Try swapping this:“Have you done enough?”for“What’s your plan for this week?” Swap this:“You’re always on your phone.”for“What would help you focus right now?” Swap this:“You’ll regret it if you don’t work harder.”for“I believe you can handle this.” You are not mollycoddling them.You are shaping how they respond to pressure. One thing to try this week Have a calm, non-emotional planning conversation. Ask: “What does a good week of study look like for you?” “What would make this week feel manageable?” “How can I support you better?” Then listen. Quote of the week “Calm is contagious.” Your child will mirror the emotional tone of the environment they live in.Your steadiness becomes their strength. If you haven’t been to one of my information sessions where I share the details of the courses that are starting in January, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

Many A-level students and parents assume success comes from having a “good memory”. When grades are lower than hoped for, students often conclude they just aren’t clever enough. These reflections are about why A-levels feel hard, why that belief is misleading, and how shifting from memorising to understanding changes everything – particularly when it comes to effective A-level revision and exam performance. This week’s reflections I’ve had the same conversation with multiple students this week. “It’s just too much to remember.” That belief is everywhere at A-level.Biology. Chemistry. Psychology. History.They can feel like a conveyor belt of facts flying past. The problem isn’t a lack of effort.The problem is the model of learning students are using. It’s not about how much you can remember.You need to be able to connect the dots. On my mind during revision season What actually helps when learning starts to feel difficult is not working for longer. It’s changing how you’re thinking about the content. We can’t control how big the syllabus is.But we can control whether we: Memorise in isolation, or build meaning and structure Treat topics as lists, or understand them as systems Revise passively, or learn actively When students say, “I know it but I can’t apply it”, what they usually mean is: “I’ve seen the words before, but I don’t understand the story behind them.” Understanding is what makes knowledge usable. Things I’ve learned about A-Level Revision Students who rely on memorising feel constantly behind, no matter how much time they spend revising. Students who have a consistent system in place make the most progress at A-level. Real confidence comes from being able to explain, not just recognise, the content. Study tip for A-level revision A-levels are not about how much information you can store in your head.They’re about how well you can think and apply this knowledge to different scenarios. Study tip for A-level revision:Stop asking: “Have I covered this?”Start asking: “Could I explain this?” For Parents Many students come home saying:“I give up, I just can’t do A-levels.” That belief is damaging and usually wrong. What parents can do: • Praise effort directed at understanding, not just hours worked• Ask, “Can you explain it?” rather than, “Have you revised?”• Emphasise that confusion is part of learning, not evidence of failure Confidence grows from mastery. One thing to try this week Each evening, ask yourself the question: “What do I understand now that I didn’t before?” This gives you evidence that your effort is working – even when progress feels slow. Quote of the week “Messy action is better than inaction.” You don’t need to be perfect.You just need to be doing the work required. Stop kidding yourself and get on with it. If you haven’t been to one of my information sessions where I share the details of the courses that are starting in January, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

Many A-level students and parents find mock exam season difficult. Motivation dips, routines wobble and revision can feel overwhelming. These reflections are about staying engaged, keeping structure, and making progress during A-level mock exams. This week’s reflections Mock exams have started in many schools this week.The weather is not great and motivation is a little fragile. I’ve noticed that a pretty dangerous idea starts circulating at this time of year: “I’m doing mocks, so it’s okay to miss lessons.” It isn’t. Mock exams are not a reason to disengage.They are the reason structure matters most. If this week has felt heavy, slow or harder than expected, that’s ok.It’s not a reason to stop. On my mind during mock exam season What actually helps when it comes to making progress is not necessarily doing more. It’s controlling what you can control. We definitely can’t control the weather, but during A-level mocks we can make sure we: Turn up Stick to routines Keep revision active Avoid distractions Cold, wet, miserable weeks like these are where habits are either becoming well established, or lost altogether. Focus on one controllable action per day.One thing that moves you forward, however small. If you feel like nothing is changing, that does not mean nothing is happening.It will all come together if you keep going and keep up positive momentum. Things I’ve learned about Mock Exams Students make less progress during mock season when they disengage from lessons “to revise”. The best outcomes come from staying supported and maintaining attendance. Old revision habits resurface when students are tired. The ones that once felt comforting rarely work at A-level. Progress is often difficult to see in real time. Just like an athlete training for a race, improvement only becomes obvious when performance is tested. Study tip for A-level revision during mocks Drop the old passive revision habits.Replace them with this loop: Voice memoRead the topic aloud and record it on your phone. Teach itPrepare to teach the topic to your parents. Test yourselfQuestions. Mark schemes. Feedback. If you can’t teach it, you don’t know it.If you don’t know it, repeat the loop. This will feel uncomfortable.That’s the point. For Parents Mock exam season is where students are most tempted to withdraw quietly. What parents can do to help during A-level mocks: Encourage attendance, not avoidance Normalise effort without overreacting to results Keep routines consistent, even when (especially when) motivation dips Confidence comes from consistency. Calm structure at home supports resilient performance. One thing to try this week Each evening, ask yourself one question: “What one thing did I do today that made it more likely I’ll improve?” Not how you felt.Not how motivated you were.Not how perfect the revision was. Just the controllable action you took. Quote of the week “The first 12 months are always the hardest.” Sent to me by my brother as it’s his kind of humour, but also a useful reminder:anything worth having requires sustained effort before it feels rewarding. Students, this part doesn’t get easier.Nothing gets easier. You just get better.Keep going. If you haven’t been to one of my information sessions where I share the details of the courses that are starting in January, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare

Many students and parents ask how much A level or A level Biology revision is actually needed over the Christmas break. December is a strange mix of exhaustion, pressure and holiday excitement, so knowing exactly how much is enough can make a big difference. Here are my thoughts on balancing rest with routine at this time of year. This week’s reflections We’re at that funny part of the year where Christmas feels close enough to touch, but everyone’s brain has already curled up under a blanket with a hot chocolate. Year 12s are realising the truth within the much-used expression, “There’s a big jump between GCSE and A levels.” Year 13s are feeling the weight of this being their final Christmas before the countdown to exams begins. Parents are wondering how it’s both only December and already December. Everyone’s tired. Everyone’s ready for a break.This is normal. This is exactly how it’s supposed to feel. So if you’ve been operating at 70%, 50%, or honestly 22%, welcome.You’re in excellent company. On my mind: how much revision is enough in December? December is a balancing act for A level students. Enjoy the break, but don’t lose the rhythm completely. Year 12s don’t need to be studying for the whole of the holidays. Year 13s don’t need to be in panic mode! No Guilt Nobody needs to start the New Year feeling guilty. Most students simply want to know how much Christmas revision is actually needed for A levels. The answer is surprisingly simple. What helps is seeing January for what it is. Not the beginning of panic, but the beginning of clarity. For Year 12, January is when subjects stop feeling new and start forming patterns.You’ll understand more, remember more and panic less than you did in the autumn. For Year 13, January is the moment the finish line becomes visible.Not close, but in sight. From January to June is the home stretch and that’s actually empowering.You know the content, you know your gaps… and you know what you’re capable of. December doesn’t need you to stop being disciplined.It just needs you to be realistic. Do one thing every day that makes it more likely you’ll get the grade you want. Things I’ve learned about Christmas revision Year 12s make the most progress by strengthening the basics over Christmas, not by drowning themselves in revision. Strong foundations outperform long, unfocused hours. Year 13s don’t need to do “loads.” They just need to avoid going fully academically cold for three weeks. Stick to small, daily habits. Quality over quantity. Parents underestimate how much pressure students quietly carry into January. A calm home builds confident learners. Study tip: the Holiday Minimum Plan Create a Holiday Minimum Plan. Pick three small things you’ll do over the entire Christmas break — not per day, but over the whole break. For example: Review one topic you found tough Do one past paper question Reorganise your notes for one subject That’s it.Three tiny anchors to keep your brain in the game.Everything else is optional, but highly recommended. For parents The most effective support parents can give this month is controlled calmness. Encourage rest.Encourage balance.Encourage enjoying Christmas without stressing about every hour. At the same time, help them to keep one small daily habit alive, just to stay connected to their subjects.Little habits are easier to restart than lost routines. One thing to try this week Write yourself a quick note (yes, seriously) entitled: “January Me Will Thank Me For…” Year 12s:Maybe it’s sorting your folder, reminding yourself which topics felt messy, or planning how to approach mocks. Year 13s:Maybe it’s choosing one subject you want to feel stronger in by February. Keep it short. Keep it honest. Quote of the week “Rest is not a reward. Rest is part of the work.” A good reminder for students and parents heading into the final stretch of the year. If you haven’t been to one of my information sessions where I share the details of the courses that are starting in January, you can sign up here: calendly.com/biologybyclareInstagram: @thealevelclubFacebook: Biology by Clare