School Advisor Articles

How HELP and Charterhouse Prepared Wen Xing Yap for University Life and Beyond

Published by SchoolAdvisor | Jun 16, 2025

Transitioning from a public school to an international school is both challenging and enriching. Students face new academic standards, cultural adjustments, and diverse peer groups. Yet, they gain global perspectives, improved language skills, and exposure to innovative teaching methods, ultimately becoming more confident, adaptable individuals ready for a globalised world.

That’s exactly what happened to Wen Xing Yap.

“The most immediate difference I noticed was the change in teaching styles and the medium of instruction,” she says. 

At SJK(C) Puay Chai 2, her public school, lessons were primarily conducted in Chinese. At HELP International School, however, all subjects are taught in English. This change not only sharpened her English skills but also opened her eyes to international perspectives and global issues.

Though the transition involved a learning curve, Wen Xing embraced the challenge. “Moving to an international school has not only enhanced my academic skills but also helped me become more confident and outspoken. The opportunity to experience both educational systems has given me a unique perspective and a well-rounded foundation for my future.”

Attending an international school has boosted Wen Xing's academics and confidence, and given her a unique, well-rounded perspective for the future.

HELP’s Nurturing Approach That Led Wen Xing to 10 A*s 

A dynamic and interactive learning environment has shaped Wen Xing's journey at HELP. Classrooms at HELP are equipped with modern technology, creating an engaging space where students can explore ideas and learn beyond textbooks. The curriculum is designed to promote critical thinking, creativity, and collaboration. Through project-based learning, students don’t just memorise facts; they learn how to apply knowledge in meaningful and practical ways.

When Wen Xing first transitioned from a public school to HELP, it wasn’t easy to adjust. The shift to a more student-centred, English-medium learning environment brought its challenges. Classes at HELP follow a project-based model that focuses on real-world applications, which was a significant change from the more traditional approach she was used to. But with time, this method began to unlock new ways of thinking and learning for her.

A key part of that transition was the support she received from her teachers. At HELP, teachers are not just educators but also mentors. They take time to understand each student’s needs and are always ready to offer extra help. With smaller class sizes of around 25 students, Wen Xing found it easier to participate in discussions, ask questions, and connect with her teachers on a more personal level. “It has fostered an environment where I feel more comfortable participating and expressing my opinions in classes.”

The pastoral care team also played an important role in her journey. Always approachable and ready to listen, they helped her stay grounded and positive, especially during stressful times like exam seasons. This strong support system gave her the confidence and resilience to push through challenges like the IGCSE.

“Preparing for IGCSE at HELP was a unique experience, especially since it occurred during the COVID-19 pandemic and lockdown. Initially, the transition to online classes was challenging for both teachers and students, but the support and adaptability of the HELP community made a significant difference.”

Despite the classes going virtual, they remained interactive and structured. Teachers used digital tools to keep students engaged and ensure all learning resources were accessible online. Even in a virtual setting, the support from her teachers never wavered. They were consistently available for questions, feedback, and one-on-one sessions. This level of dedication made all the difference. With their guidance and encouragement, Wen Xing stayed focused and motivated and ultimately achieved 10 A*s in her IGCSE exams.

For Wen Xing, studying A-Levels at Charterhouse as part of the first cohort was a transformative and enriching experience.

A Journey Through Charterhouse Malaysia

For Wen Xing Yap, being part of the first A-Level cohort at Charterhouse Malaysia was a turning point. With only 50 students in the entire school, the environment felt intimate and focused. Class sizes were incredibly small, sometimes just three to six students. In Wen Xing’s case, Computer Science had only three students and Economics had six. This setup created a personalised learning experience, with plenty of opportunities to ask questions, clarify doubts, and build strong connections with teachers.

One of the aspects Wen Xing appreciated most was the pastoral support. The school genuinely cared about student well-being and regularly checked in to ensure everyone was coping, not just academically but emotionally as well. Whether it was exam stress or a rough day, the pastoral team was there — always listening, always ready to help. This support system helped Wen Xing balance academic demands with personal life and stay grounded.

The academic environment at Charterhouse was demanding but rewarding. It was the kind of challenge that pushed students to grow. “The skills and knowledge I gained during my A-Levels have been invaluable in my studies at University.”

In terms of results, Wen Xing scored an A in Economics, a B in Mathematics, and a C in Computer Science. Though the grades weren’t exactly what Wen Xing hoped for, the learning process itself was enriching. These subjects, especially Mathematics and Computer Science, sharpened analytical and problem-solving skills, both of which continue to be valuable in university coursework. They also taught the importance of adapting study methods and sticking with them, even when things felt tough.

Life at Charterhouse extended well beyond the classroom. Wen Xing served as a Wellbeing Officer, actively involved in organising events like Prom, Breast Cancer Awareness Week, and SA Awareness Week. Working closely with peers and teachers to promote mental health strengthened her communication and leadership skills. It was a chance to contribute meaningfully to the school community.

Wen Xing’s creative side flourished through dance. As a member of the dance club, she choreographed performances for school events, including festive assemblies and the production of The Greatest Showman. These opportunities helped her explore different dance styles and express herself artistically.

In addition, she joined the journalism club and managed the club’s website, keeping it updated with articles written by fellow students. She also played badminton for the school team, learning discipline and teamwork through regular practices and inter-school matches.

“Participating in these co-curricular activities has been instrumental in my personal development. They have provided a well-rounded education, balancing academics with physical, creative, and social pursuits.”

Wen Xing is pursuing her BS in Computer Science at the University of Exeter. 

Ready for Anything, Thanks to HELP and Charterhouse

Wen Xing Yap’s journey from HELP and Charterhouse to university has been shaped by a rich mix of academic preparation and personal development. Both schools offered dynamic environments that laid a strong foundation for life at the University of Exeter, where she is pursuing a computer science degree. 

Being part of international school communities like HELP and Charterhouse offered Wen Xing exposure to various cultures and perspectives. This made it easier for her to connect with people from different backgrounds once she arrived at university. The ability to interact confidently and respectfully across cultures has helped her thrive in Exeter’s diverse academic setting.

Leadership was another important aspect of her school life. At Charterhouse, Wen Xing took on several responsibilities, including being a Wellbeing Officer, choreographing dance performances, and leading school assemblies. She also helped organise major events like Prom, BCA Week, and SA Week — experiences that demanded collaboration and careful planning. 

"These roles have allowed me to continue my leadership skills and contribute to the university community. Currently, I am a subject representative under the Exeter Student Ambassador Scheme, where I work with student ambassadors on large-scale events like offer holder visit days and open days.

Her time at HELP and Charterhouse gave her more than just academic strength. It helped her grow as a person, develop a wide range of skills, and find the confidence to navigate university life with balance and energy. These experiences continue to shape the way she approaches opportunities and challenges today.