Planned around your exam board

What planned around your exam board means here

An exam board is not a logo on a past paper. It decides the assessment objectives, the paper order, the mark tariffs and the wording of the command words your child will meet in the exam hall. Planning around it means we teach to that structure from the first lesson, rather than working through a generic textbook and hoping the paper matches.

For GCSE maths, English language, English literature, combined science and triple science, we ask for the board and the tier before the first session. AQA, Pearson Edexcel, OCR and Eduqas each organise content and questions in their own way. The difference can be as plain as where a formula sheet sits, whether a set text is closed book, or how many marks sit behind a six-mark explanation. We build the lesson sequence from the specification.

The same principle runs through our work with pupils aged 7–18. For 11+ entrance preparation, the school's own paper or the relevant entrance consortium format takes the place of a GCSE specification. For A-level exam preparation, we use the board-first method with the A-level specification, mark schemes and the paper structure that applies to that course.

Who it suits, and who it does not

It suits a Year 10 or Year 11 pupil whose school has already entered them for a named board and tier, and whose family wants lessons to line up with what appears on the paper. It also suits a Year 9 pupil choosing options, because we can look at the demands of the likely GCSE course before the first mock cycle begins.

It does not suit every request. If you want general confidence-building with no exam attached, a broad enrichment programme, or a tutor to supervise homework five nights a week, this is not the right frame. We are also cautious about board switching for a pupil who is midway through a course. The school's entry usually stays fixed, and working against it creates confusion.

It is a poor fit for a family who wants a fixed package of worksheets regardless of the child's school. We need the board, the tier and the pupil's own work. No guessing. Guessing at those details wastes lessons.

How the plan is built, step by step

1. Board, tier and paper check

Our coordinator asks for the exam board, the subject, the tier, and the exam series you are working towards. Foundation or Higher matters in maths and science. For English literature, we ask which set texts the school has chosen. For science, we ask whether your child is entered for combined science or triple science, because the content and practical requirements differ. This happens before matching, so the tutor is not learning the specification on your time.

2. Specification mapping

The tutor takes the board's specification and maps the pupil's recent mock paper or school report against it. We look for empty specification points, question types that have not been attempted, and topics that appear under a different name on the school's scheme of work. A topic can look familiar in class and still fail under an exam question that uses a different command word.

3. Lesson sequence

Lessons are then ordered by urgency, not by textbook chapter order. A pupil sitting mocks in the week before October half-term needs a different sequence from one preparing for the June series, and a pupil who has already sat one mock needs a different sequence again. We build in exam technique sessions where the board's question style needs separate practice, such as structured comparisons in English language or multi-step calculations in physics.

4. Review and redirection

After each block of lessons, we compare the plan with the pupil's latest work. Progress reports for parents set out which specification points have been covered, which question types have been attempted, and what remains. If the school changes set text or tier, the plan changes with it.

Where you stay in control

You approve the sequence before regular lessons begin. You can ask us to slow down, switch focus before a school assessment, or pause around a family commitment. We do not contact your child's school without your permission. One-to-one lessons at home or online mean the plan can be adjusted in the room or on the screen, rather than waiting for a class to catch up.

What you bring, and what we bring

Before the first lesson, send us the board, tier, subject and exam series, plus any mock paper or school report you already have. A photograph of the front page of the pupil's exercise book can help, because it often shows the board and the class code. For English literature, bring the set text list. For maths and science, a calculator and the school's usual equipment are enough for home lessons. Online, a second device for scanning work saves time.

We bring the current specification, the board's command words, question sets matched to the topic, and a lesson plan that names the specification points in plain English. Our tutors are DBS-checked and qualified, and many are current secondary school teachers, so they already see how the board's demands land in a classroom. We started this service as two secondary teachers who kept seeing capable pupils lose marks to exam technique.

You do not need to buy a new textbook or a subscription. If the school uses a particular revision guide, tell us. We will work alongside it, but we will not ask you to replace it.

What affects the timing and the price

Several practical factors move the schedule. A single subject with one paper is simpler to plan than triple science with separate science papers. English language and literature usually need two strands. A-level and 11+ entrance preparation add another planning layer, because the specification or entrance format is different.

Timing also depends on the exam series, how many sessions you want before it, the pupil's school timetable, and whether lessons are at home or online. Home visits carry travel time, so the slots available are narrower than for online lessons. If the school confirms a tier late in the year, we may need to re-map part of the plan.

Our prices are on request. We quote after we know the board, the subject, the number of sessions you want, and whether lessons are at home or online. We confirm available lesson times when you book.

Questions parents ask about exam board planning

Do you need the exact board before the first lesson?

Yes for GCSE and A-level. A subject, tier and board are the minimum. If the school has not confirmed the tier yet, we can start with the likely tier and adjust when the entry is final. For 11+, we need the school or consortium format instead.

Can you teach a board you see less often?

We ask the coordinator to check the specification before matching. If we do not have a subject specialist for that board and level, we say so rather than taking the booking. In some cases the same specification is used across boards, but the paper structure can still differ.

What if my child's school changes set text or tier?

Tell us as soon as you know. The plan is a working document, not a contract fixed to one text. We will re-map the affected lessons and adjust the sequence. If the change happens close to an exam, we prioritise the new material and the question types that carry the most marks.

Can board-specific planning promise a grade?

No. We can plan around the specification and teach the question types, but the grade depends on the pupil's work on the day. What we can do is remove avoidable confusion about what the paper asks. That is the part we control.

How do I start?

Call +44 117 0451935 or email [email protected] with the board, subject, tier and exam series. We will confirm lesson times when you book. 209 Kings Road