A useful EBS preparation plan should fit around current schoolwork and leave space for genuine curiosity. It should also help a student explain how they think, what interests them and how they respond when a problem is difficult.
EBS confirms that its second application stage includes an individual interview, written tasks and group tasks. The school does not publish the detailed tasks. See the official entrance-process information. The plan below develops general readiness; its prompts are original practice suggestions, not recalled interview questions or a marking rubric.
Begin with the student’s starting point
Before creating a timetable, review a small sample of recent work. Look at mathematical reasoning, reading accuracy, interpretation of data and clarity of explanation. Ask the student which tasks felt difficult and why. Their answer can reveal a useful target that a percentage score misses.
Choose two priorities for the first fortnight. For example, a student might work on translating word problems into equations and supporting written conclusions with evidence. Keep other areas active through shorter review tasks rather than trying to repair everything at once.
A flexible eight-week framework
This is a suggested study framework, not an official preparation requirement. Adjust the length and workload to the student’s current needs, school commitments and the confirmed application timetable.
- Weeks 1–2: establish a baseline, organise an error record and repair a small number of foundational gaps.
- Weeks 3–4: apply those skills to unfamiliar problems, graphs and short passages. Explain methods aloud.
- Weeks 5–6: combine different kinds of reasoning in manageable sets. Practise concise written explanations and a collaborative activity.
- Weeks 7–8: revisit recurring errors, rehearse practical routines and reflect on genuine interests and experiences.
A workable week might contain three focused sessions of about half an hour, plus optional reading chosen by the student. These are suggested study intervals, not examination timings. During busy school weeks, shorten the plan rather than sacrificing sleep or abandoning it entirely.
Keep evidence of learning
Use a simple notebook with three prompts: What did I attempt? What changed in my understanding? What should I try next? Include unsuccessful attempts when they led to a useful insight.
This is a private reflection tool, not a required application portfolio. A student might note how an experiment produced unexpected results, how they revised an algebra method, or why a science article raised a new question. Specific experiences are easier to discuss naturally than polished statements about being passionate.
Prepare for an interview through reflection
Ask the student to explain one scientific or mathematical interest to someone unfamiliar with it. The listener should be able to understand the central idea without needing specialist vocabulary. Follow with an ordinary question such as “What would you investigate next?”
Original practice prompts include:
- Describe a question you pursued beyond the first explanation you found.
- Tell me about a time your first method failed. What did you change?
- Which part of a recent investigation would you improve?
- What would you like to understand better about the program before joining?
Use these as conversation starters. Avoid memorising a paragraph for each one. A useful response gives a concrete example, describes the student’s own contribution and explains what they learned. If they do not know something, practising a clear acknowledgement followed by a sensible next step can be more constructive than bluffing.
Build constructive group habits
A low-pressure practice activity could ask two or three students to design a fair comparison between materials, interpret a small dataset or agree on an approach to a problem. These are original training ideas; they are not predictions of EBS group-task content.
Afterwards, discuss the process. Did everyone understand the goal? Were assumptions checked? Did the group make room for a quieter person? Could someone summarise the agreed method? Contribution includes listening, asking a useful question and helping the group resolve a disagreement.
Try rotating roles such as summarising, checking evidence and identifying unanswered questions. Avoid teaching a student to dominate the conversation or perform a fixed “leader” persona. The aim is to practise working thoughtfully with other people.
Practise clear written thinking
Give the student a short unfamiliar passage or invented data table. Ask for a paragraph that states a conclusion, identifies supporting evidence and acknowledges a limitation. On another day, ask them to explain a method step by step.
Review clarity before adding a timer. Can a reader follow the argument? Are claims supported? Is an important condition missing? A parent or tutor can underline an unclear sentence and ask the student to revise it instead of rewriting it for them.
Protect curiosity and perspective
Leave room for reading or investigating something with no immediate assessment purpose. The school’s description of EBS centres on students with an interest in science and mathematics. Exploring that interest also helps the family assess whether the program is a good fit.
Keep the intended intake year visible on the plan. As of 15 October 2026, families planning a future application should check current school information rather than assuming that a previous year’s timetable will repeat. Before any confirmed assessment or interview, follow the instructions sent specifically to the applicant.
Choose support around the student
Bring a short diagnostic, the student’s priorities and any confirmed application instructions to a preparation discussion. You can explore Loav’s JMSS and EBS preparation page or use the trial-class enquiry form. The useful starting question is which habits and skills the student needs to develop next.
