Exam conditions are useful. Squeaky chairs, mysterious coughing and an invigilator who appears personally offended by breathing are slightly less essential.
The student completes an agreed practice paper—or a focused section of one—under timed exam conditions while I supervise online. As they move through the paper, I mark completed sections so that we can spend the final 20–30 minutes discussing their answers while every choice, wobble and moment of “I knew this yesterday” is still fresh.
We’ll look at where marks were gained, where they escaped, how effectively time was managed and what the student should do differently next time. It is particularly useful for students who understand the content but struggle with timing, panic, question selection or turning knowledge into marks under pressure.
This uses an appropriate practice paper or original exam-style material. It is never used to complete a live school assessment.
Completing a full practice paper is admirable. Putting it away afterwards and simply hoping it went well is somewhat less useful.
The student completes an appropriate practice paper independently and sends me their responses. I’ll mark the work against the relevant publicly available criteria, explain where marks were gained and lost, and produce a focused list of priorities for their next attempt.
Choose written feedback alone or add a review call so we can go through the paper together, interrogate the troublesome questions and prevent the same marks escaping twice.
Sometimes a student doesn’t need an entire course of tuition. Sometimes they need someone to look at one stubborn answer and explain why it received six marks when they were emotionally certain it deserved twelve.
Send me one completed practice essay or extended response and I’ll provide clear written feedback showing what worked, where marks were missed and what would make the answer stronger. Feedback can cover structure, evidence, analysis, evaluation, exam technique and the mysterious art of answering the question that was actually asked.
Ideal for practice answers that are finished but not yet flourishing.
Assessments have an unfortunate habit of arriving before students feel remotely prepared for them.
In this focused session, we’ll unpack the task, revisit the relevant knowledge, examine what the marking criteria actually want and develop a clear approach. We can plan ideas and practise comparable questions together so the student knows what to do when they face the real thing.
The student remains entirely responsible for writing anything they submit. I provide teaching, structure and moral support—not ghostwritten paragraphs or an exciting future academic-integrity investigation.
An exam script is essentially a very expensive collection of clues. Hidden among the ticks, numbers and occasional baffling absence of marks is a fairly clear picture of what went well—and what quietly wandered off during the exam.
Send me a copy of the student’s marked GCSE script, obtained through their school or college and permitted to be shared. I’ll review it question by question, identify where marks were gained or lost, spot recurring patterns and explain what the student could do differently next time.
Choose a detailed written review or add a Zoom session so we can discuss the findings together. This is an educational review rather than an official re-mark, but it can turn a disappointing result into something genuinely useful.
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