Use these free UK Online Tuition resources to identify gaps quickly, choose what to practise next and make revision more focused. No sign-up is required. GCSE English Language Start with the 15-minute English diagnostic if you are unsure which skills are costing marks. For AQA students, use the Paper 1 guide to separate the skills needed for Q2, Q3, Q4 and Q5. GCSE Maths The 12-question maths diagnostic samples number, algebra, ratio, percentages, geometry and probability. Year 11 revision Use the 20-point exam-readiness check to assess whether revision habits are active, targeted and exam-focused. 11+ English and reasoning This short diagnostic gives a quick snapshot of vocabulary, grammar, comprehension and verbal reasoning. How to use these resources Choose one diagnostic, complete it independently, mark it carefully, and turn the weakest two areas into the next week’s practice. Repeating targeted practice is usually more useful than collecting more resources without using them.

AQA Paper 1 combines creative reading and writing. The fastest way to improve is to stop treating Questions 2, 3, 4 and 5 as four versions of the same task. Each rewards a different kind of thinking. Q2: analyse language Your job is to explain how specific words, phrases and language choices create meanings or effects. Do not simply identify a technique and move on. A useful check before you move on Have I selected a precise quotation? Have I zoomed in on a meaningful word or phrase? Have I explored an implication or connotation? Have I connected the choice to an effect on the reader or presentation of the subject? Q3: analyse structure Structure is about how the text is organised and how the reader’s attention changes across it. Think in movements: where the text begins, what it focuses on next, what changes, and why the ending matters. Look for shifts in focus changes of place or time zooming in or out introductions or withholding of information contrasts changes in pace cyclical or contrasting endings Q4: evaluate This is a judgement question. Build a clear argument about how successfully the writer creates the effect or impression in the statement you are given. Evidence matters, but evaluation is more than spotting techniques. A stronger response does three things makes a clear judgement selects evidence that genuinely supports that judgement explains how the writer’s choices make the judgement convincing Q5: creative writing The writing task rewards controlled communication. A successful response does not need the wildest plot. It needs deliberate structure, accurate sentences, carefully chosen vocabulary and a clear sense of purpose. Before writing Decide on one central idea or mood. Plan a simple beginning, development and ending. Choose two or three details you can describe precisely. Vary sentence structures deliberately rather than randomly. Before finishing Check sentence boundaries. Check commas and apostrophes. Remove repeated vague vocabulary. Make sure paragraphs are purposeful. Check that the ending feels earned rather than abruptly added. The key distinction Q2 asks: how does the language work? Q3 asks: how is the text organised? Q4 asks: how convincing is the writer’s effect? Q5 asks: can you control your own writing? This guide is written to support the current AQA GCSE English Language 8700 course. Always use your school’s current materials and official AQA information for paper-specific instructions.

This quick check is designed for Year 11 pupils and parents. Give one point for every statement that is genuinely true now, not something you intend to start doing later. The 20-point check I know the exam board for each of my GCSE subjects. I know which papers I will sit and roughly what each paper tests. I have a realistic weekly revision routine. My revision timetable includes breaks and days off. I spend more time on weak areas than on topics I already enjoy. I regularly retrieve information from memory rather than only rereading notes. I complete exam-style questions every week. I mark or check those questions carefully. I keep a record of repeated mistakes. I revisit mistakes after a few days rather than simply moving on. I can identify my weakest three topics in English or Maths. I can explain what examiners are looking for in the main question types. I practise under timed conditions sometimes. I know approximately how long to spend on major questions. I can start a difficult question without waiting for someone to tell me exactly what to do. I have useful revision resources organised in one place. I sleep reasonably consistently on school nights. I know what I will revise this week, rather than deciding at the last minute. I can name at least one concrete improvement I have made since my last assessment. If I get stuck, I know the next specific action to take. Your score 16–20: strong foundations. Your priority is now quality, timing and increasingly demanding exam practice. 11–15: broadly on track, but several gaps are probably reducing the value of your revision. Fix the lowest-scoring areas first. 6–10: revision may be happening, but it is not yet systematic enough. Build a simple routine around retrieval, exam questions and error correction. 0–5: simplify. Do not create an elaborate timetable. Start with a small number of high-value habits and make them consistent. The three habits with the highest immediate value Retrieval: close the book and force yourself to produce the answer. Exam practice: apply knowledge in the form the exam actually requires. Error review: turn every mistake into a specific thing to practise again. This is a planning tool rather than a grade predictor. Its purpose is to identify behaviours you can actually change.

A quick, free check-up for Year 10 and Year 11 students. It is designed to identify common weaknesses in GCSE English Language without requiring a full paper. How to use it Set a 15-minute timer. Answer without notes or help. Check the answers only when the timer ends. Use the score guide to decide what to practise next. The diagnostic 1. Language technique “The corridor swallowed him into darkness.” Name the main technique and explain one effect. 2. Precise inference “Maya checked the clock for the fourth time and rubbed her palms against her jeans.” What can you infer about Maya? Give evidence. 3. Better analysis Improve this weak comment: “The writer uses the word ‘cold’ to show it is cold.” Explore a possible connotation of “cold”. 4. Sentence control Correct the punctuation: Although the rain had stopped the streets were still shining the shops however remained closed 5. Vocabulary Replace “nice” with a more precise adjective: “The view from the hill was nice.” 6. Structure A story begins with a crowded station, zooms in on one abandoned suitcase, then ends with the station completely empty. Give one effect of this change. 7. Evaluation A student says: “The writer makes the storm seem genuinely dangerous.” Give one sentence agreeing or disagreeing and one type of evidence you would look for. 8. Writing Write one opening sentence for a story called “The Last Train” that creates immediate tension without saying “I was scared”. Answers and self-marking 1. Personification or metaphor with an accurate effect. Strong answers explain that “swallowed” makes the corridor seem threatening, consuming or inescapable. 2. Maya is likely nervous, anxious or impatient. Evidence includes repeatedly checking the clock or rubbing her palms. 3. Strong analysis explores an implication such as emotional distance, hostility or lifelessness, depending on context. 4. One correct version: “Although the rain had stopped, the streets were still shining; the shops, however, remained closed.” 5. Answers vary. Examples: breathtaking, panoramic, spectacular, tranquil or imposing. 6. Credit an effect such as mystery, unease, isolation or focus on the suitcase. 7. Credit a clear judgement plus relevant evidence such as violent verbs, threatening imagery, short sentences or sensory detail. 8. Credit a controlled opening that creates tension through detail, uncertainty, setting, action or implication. Score guide 7–8 secure: focus on speed, precision and higher-level interpretation. 5–6 developing well: identify the two weakest question types and practise them deliberately. 3–4 significant gaps: build core analysis, inference and sentence-control skills before doing lots of full papers. 0–2 start with fundamentals and short guided practice. This diagnostic is a starting point, not a GCSE grade predictor.

A short 11+ English and verbal-reasoning diagnostic for parents and pupils who want a quick snapshot of vocabulary, comprehension, grammar and reasoning skills. Instructions Allow 15 minutes. Work independently. Do not use a dictionary. Mark at the end and note which question types caused difficulty. Questions 1. Closest meaning of “reluctant”: eager, unwilling, noisy, careless. 2. Opposite of “scarce”: rare, plentiful, hidden, valuable. 3. Complete: puppy is to dog as calf is to ____. 4. Which does not belong: violin, trumpet, flute, telescope, piano? 5. Rearrange LISTEN to make another six-letter word. 6. Correct: “Neither of the boys were ready for their test.” 7. Add punctuation: After dinner Mum said we could play outside. 8. “Leo folded the letter twice, pushed it deep into his pocket and changed the subject when his sister entered.” What does this suggest about Leo? 9. If all Fens are Rops and no Rops are Tals, can any Fens be Tals? Explain briefly. 10. Complete: 3, 6, 12, 24, __. 11. Complete: B, E, H, K, __. 12. A book costs £7.50. Three books cost how much? Answers 1. unwilling 2. plentiful 3. cow 4. telescope 5. SILENT 6. “Neither of the boys was ready for his test.” 7. “After dinner, Mum said we could play outside.” 8. He is probably hiding or avoiding something; the hidden letter and changed subject support the inference. 9. No. Every Fen is a Rop, and no Rop can be a Tal. 10. 48 11. N 12. £22.50 Score guide 10–12 strong starting point: increase challenge and work on speed and precision. 7–9 broadly secure: practise the question types that caused mistakes. 4–6 uneven: vocabulary, comprehension or reasoning foundations need targeted work. 0–3 focus on one skill at a time rather than lots of full practice papers. Different 11+ providers use different formats, so this is a general skills check rather than a prediction for a specific test.

A free 15-minute GCSE Maths check-up covering number, algebra, ratio, percentages, geometry and probability. Instructions No calculator unless you genuinely need one. Give yourself 15 minutes. Show working where possible. Mark only after all 12 questions. Questions 1. Calculate 7.2 × 0.4. 2. Write 0.375 as a fraction in simplest form. 3. Increase £80 by 15%. 4. Simplify 3a + 5b − a + 2b. 5. Solve 4x + 7 = 31. 6. Expand 3(x + 4). 7. Flour and sugar are in the ratio 5:2. If 350 g of flour is used, how much sugar is needed? 8. A jacket is reduced from £60 to £45. What percentage reduction is this? 9. The angles in a triangle are 48°, 67° and x°. Find x. 10. A rectangle is 8 cm by 5 cm. Find its area and perimeter. 11. A bag contains 3 red, 5 blue and 2 green counters. What is the probability of choosing green? 12. Sequence: 5, 9, 13, 17, … Write an expression for the nth term. Answers 1. 2.88 2. 3/8 3. £92 4. 2a + 7b 5. x = 6 6. 3x + 12 7. 140 g 8. 25% 9. 65° 10. Area = 40 cm²; perimeter = 26 cm 11. 1/5 12. 4n + 1 Score guide 10–12 secure: move towards multi-step exam questions and timed practice. 7–9 reasonable foundation: identify the topics behind your errors and practise those first. 4–6 several gaps: focus on core methods before full papers. 0–3 rebuild fundamentals carefully with short targeted practice. This is a broad skills diagnostic, not a grade predictor.

Primary tuition is most useful when it solves a specific learning problem rather than simply adding another hour of school-style work. That may mean closing a gap, rebuilding confidence, providing greater challenge or preparing for the transition to secondary school. Primary English support Reading fluency and comprehension. Inference and evidence-based answers. Vocabulary development. Grammar, punctuation and sentence control. Planning and improving written work. Building confidence with longer or more demanding texts. Primary Maths support Number sense and place value. Written and mental calculation. Fractions, decimals and percentages. Ratio and early algebra where appropriate. Measures, geometry and data. Reasoning and multi-step problem solving. Confidence should come from competence Praise matters, but confidence is more durable when a pupil can see that something which used to be difficult is now manageable. Lessons therefore need enough support for success, followed by a gradual reduction in prompts. Avoid creating dependence A tutor should not become the person who completes every difficult step for the child. Modelling is useful at the start, but over time more of the thinking should transfer back to the pupil. Year 6 and secondary transition For older Primary pupils, tuition can also strengthen the reading, writing, number and independent-working habits they will need in Year 7. SATs preparation can be included where relevant without making every lesson a test paper. What progress should look like Useful signs include fewer repeated misconceptions, clearer written explanations, more secure calculation, better reading accuracy and a pupil starting tasks with less prompting.

Paper 2 Question 4 is worth 16 marks and assesses AO3 across both texts. For 2026, AQA clarified the prompt so that candidates are explicitly directed to comment on the methods writers use to convey their different feelings or perspectives. The centre of the task remains comparison: ideas, perspectives and how they are conveyed must be connected across the two sources. Comparison should happen inside the paragraph Avoid writing a complete essay on Source A followed by a complete essay on Source B. The reader should be able to see the relationship between the writers throughout your answer. Contrast, similarity and qualification are the organising principles. Start with perspective, then method Identify a meaningful difference or similarity in the writers’ viewpoints. Support Source A with a concise reference and explain how its method conveys that perspective. Connect to Source B using a comparative phrase. Select evidence from Source B and analyse how its method creates a different or similar perspective. Finish by sharpening the comparison: explain the significance of the difference rather than simply stating it. Useful comparison language Whereas / while / in contrast Both writers…, but… Similarly…, although… Source A presents…, yet Source B… The difference is not simply X versus Y; Source A…, while Source B… Mini-example with invented sources Suppose two writers describe crowded cities. Writer A uses clipped sentences and lists delays, presenting the crowd as an obstacle. Writer B uses expansive imagery and describes the same density as “a river of voices”, presenting it as energetic and communal. A strong comparison connects method to perspective: the compressed syntax mirrors Writer A’s impatience, while Writer B’s flowing metaphor makes movement feel collective rather than restrictive. The methods matter because they convey the perspectives. Do not create a separate “language paragraph” detached from what each writer thinks or feels. Common mistakes Comparing only content: “Source A is on a train; Source B is also on a train.” Analysing each source separately and adding “on the other hand” at the end. Ignoring methods despite the current prompt’s clearer direction. Forcing similarities when the more revealing comparison is a difference in attitude or purpose. Using lots of quotations without developing the relationship between them. Practice drill Choose two short texts on the same topic. Write each writer’s perspective in one sentence. List two methods that help convey each perspective. Create two comparison statements before choosing quotations. Write one paragraph in which you move A → B → comparison, then edit out any sentence that does not contribute to the relationship. Final checklist I compared perspectives, not just facts. Both sources appear throughout the response. I analysed how methods convey each viewpoint. My evidence is selective. Every paragraph contains a meaningful comparative judgement. For the definitive specification and current assessment information, check AQA GCSE English Language 8700.

Paper 2 Question 3 is the 12-mark language-analysis task. It focuses on a specified part of one source and assesses AO2. The source is non-fiction or literary non-fiction, but the core analytical skill is familiar: explain how the writer’s language choices create a particular impression, description or effect. What changes from Paper 1 Question 2? The mark value is higher, so you need enough developed analysis to demonstrate a sustained understanding. The task is still not a technique hunt. Your job is to select the most productive language, explain it precisely and keep returning to the question’s focus. A strong evidence-selection test Does the quotation directly relate to the named focus? Is there a particular word, phrase or image that carries meaning? Can you say more than “this shows” and paraphrase? Does this example add something different from the previous paragraph? A six-step paragraph Make a precise point about the impression the writer creates. Embed a short quotation. Identify the relevant language choice if terminology helps. Zoom in on the most important word or image. Develop the implication or effect, perhaps considering a second layer of meaning. Connect the analysis back to the question focus. Mini-example with invented non-fiction Imagine a travel writer describes a bus as “coughing its way up the mountain”. Calling this personification is only the beginning. The verb “coughing” implies effort, weakness and irregular movement, making the vehicle seem almost physically strained by the climb. That choice can make the journey feel precarious while also giving the bus a slightly comic human vulnerability. Develop interpretations without becoming implausible A second interpretation is useful when it grows naturally from the wording. It is not automatically sophisticated to offer an extreme alternative. Ask whether a reasonable reader could see the association you are proposing and whether it helps answer the question. Common mistakes Writing about both sources even though Question 3 specifies one source. Drifting into comparison because Paper 2 contains two texts. Using long quotations and then discussing only one word. Naming parts of speech repeatedly without explaining meaning. Attaching generic reader effects that could fit any extract. Practice drill Choose a short paragraph of non-fiction. Highlight three phrases connected to one clear impression. Rank them from most to least analytically useful. Write one developed paragraph on the strongest phrase. Rewrite it without any technique terminology. If the analysis still makes sense, the thinking is doing the work rather than the label. Final checklist I used only the source/lines specified. My evidence is concise and productive. I analysed language choices in detail. My effects are specific to the question. Across the response, my examples create a range rather than repeating one idea. For the definitive specification and current assessment information, check AQA GCSE English Language 8700.

Question 2 is the first substantial analysis task on AQA GCSE English Language Paper 1. It is worth 8 marks and assesses AO2: how well you can explain, comment on and analyse the writer’s use of language. The strongest answers do not collect techniques. They make a precise point, choose useful evidence and explain how particular language choices create meaning or an effect. What the question is really testing Can you select a short, relevant quotation from the specified lines? Can you analyse a word, phrase or language choice rather than simply paraphrasing it? Can you explain how that choice contributes to the impression, mood, character or idea named in the question? Can you use terminology accurately when it genuinely helps the analysis? A useful rule: technique is the label; analysis is the thinking. Naming a metaphor is not valuable unless you explain what the metaphor makes the reader understand. A reliable five-step method Read the focus of the question first. Decide exactly what impression or effect you are being asked to explore. Choose a compact quotation that contains a word or phrase you can genuinely unpack. Long quotations usually create more work, not more marks. Make a clear inference about the writer’s choice. Ask: what does this word suggest here? Develop the analysis. Consider connotations, associations, intensity, contrast, imagery, tone or a second plausible interpretation. Return to the question. Explain how the language contributes to the named focus rather than ending with a vague statement about the reader. Mini-example: move from spotting to analysis Imagine the invented sentence: “The corridor swallowed the last strip of daylight.” A weak comment would say that “swallowed” is personification. A stronger response explains that the verb makes the corridor seem predatory and active, as though darkness is consuming the remaining safety. The image therefore makes the setting feel increasingly threatening rather than merely dark. The improvement comes from following the implication of the word. The term “personification” is accurate, but the mark-worthy part is the explanation of what the choice suggests. Common reasons answers stay in the middle Feature spotting: “The writer uses a metaphor.” Nothing is said about the meaning created. Paraphrase: the quotation is repeated in different words without analysing the writer’s choice. Generic effects: “This makes the reader want to read on” is attached to almost every quotation. Over-analysis without relevance: a word is explored at length but the response loses the question’s actual focus. One undeveloped paragraph: one good idea is better than several weak ones, but an 8-mark response still needs enough developed evidence to show a range of understanding. A 10-minute practice drill Choose four lines from an unseen fiction extract. Underline one phrase that creates a clear impression. Write one sentence stating the impression. Write two sentences analysing one important word or image. Add a final sentence linking the choice back to the question focus. Repeat with a second quotation, then compare which paragraph contains the more precise analysis. Final check before moving on I answered the exact focus of the question. My quotations are short and relevant. I analysed choices rather than translating them. Any terminology I used is accurate and useful. My effects are specific to this text, not generic reader-effect phrases. For the definitive specification and current assessment information, check AQA GCSE English Language 8700.

Higher-tier GCSE Maths demands more than remembering isolated methods. Students need secure algebraic fluency, confidence linking topics, and the ability to recognise which mathematics is required when a question does not announce the topic. Who Higher-tier tuition is for This page is specifically for students working towards Higher tier or moving towards it. General Foundation/Higher tuition is covered separately; here the emphasis is on the topics and exam habits that become increasingly important at the top end of GCSE. Students who can follow worked examples but struggle with unfamiliar multi-step problems. Students whose algebra is slowing down progress across graphs, geometry and functions. Students moving from Foundation towards Higher and needing prerequisite gaps identified. Higher-attaining students who need greater accuracy, proof, reasoning and method selection. High-value Higher-tier areas Algebraic manipulation, equations, inequalities and rearranging formulae. Quadratics, simultaneous equations, functions and iteration where required by the specification. Graphs, gradients, transformations and interpreting relationships. Trigonometry, similarity, vectors and geometric reasoning. Ratio, proportion, rates of change and compound measures. Probability, statistics and multi-step problem solving. Why mixed practice matters A chapter exercise tells the student which method to use. An exam question often does not. Once a method is secure in isolation, practice should increasingly mix topics so the student must identify the mathematics before carrying it out. Use errors diagnostically A wrong answer can come from a missing concept, algebraic manipulation, arithmetic, notation, reading the question or choosing an inefficient method. Tuition should identify the source of the error before assigning more of the same question. Build exam resilience without shortcuts Harder questions should be broken into decisions: what information is known, what could be found next, which relationships connect the quantities, and how the answer can be checked. The aim is to develop a repeatable problem-solving routine rather than a collection of tricks. What progress should look like Useful evidence includes faster algebra, fewer method-choice errors, clearer working, better transfer to unfamiliar questions and a student recovering more effectively when the first approach does not work. Start with current evidence Recent mock papers, topic tests or a short diagnostic set can reveal whether Higher-tier difficulty is caused by advanced content itself or by earlier prerequisites that need repairing first.

Paper 2 Question 2 is worth 8 marks and assesses AO1 across both sources. AQA reworded the question for the 2026 assessment to make the demand clearer: infer differences between the two texts and support those inferences with relevant detail. This is a synthesis task, not a language-analysis question. The key word is infer An inference moves beyond what a quotation literally says. If one source describes padded seats and dining facilities while another describes exposed benches, the useful inference is not simply that the trains have different seats. You might infer that one journey prioritises passenger comfort while the other reflects a more basic stage of transport. A compact comparison method Identify the specific comparison focus in the question. Find one relevant detail from Source A and infer what it suggests. Find a contrasting or corresponding detail from Source B and infer what it suggests. State the difference clearly. Repeat with another distinct point rather than recycling the same contrast. A paragraph can be simple A strong paragraph does not need lots of terminology. It needs a clear difference, appropriate evidence from both sources and a developed inference. Useful stems include: “Source A suggests…, whereas Source B implies…” and “This difference indicates that…”. Do not turn Question 2 into Question 3. You are rewarded for inference and synthesis here, not for naming metaphors, verbs or semantic fields. Mini-example with invented sources Source A: a traveller checks a digital departure board and complains that the train is six minutes late. Source B: a traveller waits beside a dirt road without knowing whether the coach will arrive that day. A surface comparison says both are waiting. A stronger inference is that Source A presents travel as highly scheduled, so a small delay feels significant, whereas Source B suggests uncertainty is normal and travellers have much less control over time. Common mistakes Comparing the writers’ feelings instead of the topic named in Question 2. Analysing language methods when AO1 is being assessed. Using a quotation and then paraphrasing it rather than making an inference. Writing about Source A for a full paragraph and Source B later without synthesising them. Repeating one broad difference several times. Practice drill Take two short non-fiction paragraphs on the same topic. Write three literal differences. Under each one, add “This suggests…” for both sources. Choose the two comparisons where your inferences are most developed. Write them as paired paragraphs with evidence from both texts. Final checklist I used both sources in each main comparison. I made inferences rather than only spotting differences. My evidence matches the comparison focus. I did not waste time on language terminology. My second point adds a genuinely new difference. For the definitive specification and current assessment information, check AQA GCSE English Language 8700.