As we run up to exam season, many of you will now be completing your NEAs (non-examined assessment) and exam content, and starting to focus on exam technique. You may be thinking about how you will tackle the dreaded 20-mark essay questions. Essay questions are very much like marmite for students. Some love them as they get the chance to explore key geographic theories and showcase their knowledge and understanding, which may not be possible in lower-stakes questions. However, others may struggle to formulate their geographic ideas or structure them in a way that makes a convincing argument.

In my experience, all A Level geography students must be systematic and structured in the way they write their long-form answers. This approach ensures that students cover all the necessary content while also demonstrating the geographic skills that examiners are assessing.

Examiners use both AO1 and AO2 to evaluate students in essay questions. AO1 requires students to demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change at various scales. AO2 deals with the application of knowledge and understanding in different contexts to interpret, analyse, and evaluate geographical information and issues. The strongest students can produce answers that balance the two aspects in their responses. If you weigh your answers too far toward knowledge recall and simply state facts, figures, and case study knowledge without doing anything with the knowledge (this is where command words are essential), you will not be able to achieve the highest levels described in the level descriptors.


What should I do before attempting an A Level Geography 20-mark essay question?

Before you attempt essay questions, I suggest you take a look at the mark schemes for some past paper questions. It is important to focus on the level descriptors as these are what the examiners will use to assess your answers. Pay attention to the language they use to describe what they are looking for, and when you start your attempts, consider whether your language and writing style match the descriptors. The exam board mark schemes are available on the PMT A Level Geography past papers webpage.

Another place to look before attempting essay questions is the assessed sample answers produced by the exam boards (e.g. AQA Paper 1 Hazards Example Responses). These are available on the exam board websites and show a range of pupil responses to exam questions. They come with a helpful commentary that explains how the pupils gained marks, highlights the importance of a well-structured response, and provides insight into what examiners are looking for when assessing your answers.

A Level Geography students learning how to write 20-mark essay questions.

Where to start – command words

As mentioned above, it is very important for students to be systematic in their approach to answering 20 markers. The first thing students need to understand is the command word. Without knowledge of what the command word means and what it is asking you to do, you will not be able to fully engage with the question. To find out the meaning of different command words, you should visit your exam board’s website and look in the specification.

Essay questions tend to use the command words “to what extent” or “assess”. According to AQA, if the question includes the “to what extent” command word, you should “Consider several options, ideas or arguments and come to a conclusion about their importance/success/worth”. On the other hand, if it is an “assess” question, you should “use evidence to weigh up the options to determine the relative significance of something. Give balanced consideration to all factors and identify which are the most important.”

BUG the question

Command words can help guide you in how to structure your answers and the skills you need to exhibit. During KS3 and KS4, you may have been told to BUG the question, where B stands for box the command work, U for underline key terms, and G for glance back at the question.

I would encourage all A Level students to continue to use this strategy, even for longer essay questions. It will help ensure that you are answering the question you are being asked, rather than the question you wish you were being asked.

Should I plan an A Level Geography 20-mark essay?

Failure to prepare is preparing to fail.

It is crucial for all students to plan their essay writing before they start answering a question. An essay question requires you to write for a sustained period, and if you don’t have a clear plan for what you’re going to write, you may lose focus on your points and arguments and not fully answer the question.

I suggest that all A Level students write a brief plan before attempting the question. This plan should outline the introduction, including key terms to define and any case studies to introduce, the main argument in each of your paragraphs, and finally, the contents of your conclusion. Spending just five minutes on this will save you time in the long run and help keep you on track to answering the question fully.

Students in uniform sitting an exam in the school hall.

How should I structure an A Level Geography 20-mark essay?

A good structure is key to success in essay writing. A clear structure enables you to answer the question coherently and reduces the chance that you will lose the key focus of your points. All of the exam boards recommend following the structure outlined below:

In academia, this is sometimes known as the hourglass essay. An hourglass essay starts with a big idea, narrows down to a specific question, and then widens back out to explain why that specific question is important in the grand scheme of things.

Introduction

The introduction of your essay should account for approximately 10% of the total essay length, and it’s an excellent opportunity for you to impress the examiner. Your essay introduction should give a broad view of the essay themes and provide a definition of the key terms that you have underlined in your question. It is also the place to introduce a case study location. A strong start to your essay is crucial as it demonstrates to the examiner that you have a clear understanding of the geographic content you’ve been studying.

Main body

Once you have written your introduction, you can then get on to answering the questions. While the introduction mainly covers AO1 (knowledge and understanding of geography), the main body of your answer should cover both AO1 and AO2 (analysis and evaluation in the application of knowledge and understanding).

As before, the way you structure the main body of your answer is very important, and you must form your points clearly and coherently. During my teaching and tutoring, I have seen many ways of forming these arguments/points, but the two most effective methods I have seen are using PEEL or PEACE paragraphs.

A Level Geography teacher helping student with 20-mark essay question.

Everyone is different, and everyone has their unique writing style. My advice to all A Level students is to try both methods when beginning to tackle essay questions and determine which one works best for you. I would also recommend completing PEEL/PEACE paragraphs and asking for feedback from your teacher or tutor.

The main body of the essay should consist of three to four arguments that cover the views for the specific question. Those who can link back to the question but also between their paragraphs will have the best chance of performing well in their essay questions.

Conclusion

After completing the main body, you now need to finish your essay with a conclusion. Just like the introduction, this should be roughly 10% of the total essay length. The main aim of the conclusion is to bring your essay to a close and essentially answer the question you have been asked. In the conclusion, you should summarise your argument and avoid introducing any new information. It is simply a chance to express your own thoughts and opinions while bringing your essay to a close.

The quality of a conclusion is often a key indicator of the overall quality of an essay. Although it is a short section of the whole piece of writing, it provides a platform to showcase several important geographic skills such as analysis, summarising, and creating synoptic links.


Overall, it is very important that you give yourself enough time to complete your essay questions during your examinations and that you follow the structures discussed above. If you follow these guidelines, you will see an improvement in the quality of your essay responses.

If you’re in Year 13 and in need of additional help, PMT Education runs Geography A Level Easter Crash Courses for AQA and Edexcel. Whether you need support with exam technique or want to revise key sections of the syllabus with the help of an experienced tutor, these courses will equip you with the knowledge, skills, and confidence to excel in your summer exams.

Exam season is right around the corner, and for GCSE and A Level students, revision should be well underway. As a parent, supporting your child with their exam revision can feel daunting. Revision isn’t as simple as dusting off an old textbook! The landscape of available revision resources has evolved significantly and tonnes of free online resources and tools are available to streamline the revision process. It can be easy to get lost in this digital jungle of materials!

In this parent’s guide to revision resources, we’ll explore various study materials and techniques that your child can use to revise effectively.


Flashcards

Flashcards have stood the test of time as a reliable revision tool. They condense information into bite-sized pieces, making it easier for your child to absorb and recall key facts.

Encourage your child to break each of their subjects down into specific units or topics and to create a set of flashcards for each. We recommend keeping it simple, with a question on one side of the card and a concise answer on the other. However, they may prefer to include larger chunks of information in the form of bullet points. Flashcards are excellent for regular, quick, and focused revision sessions. They will enable your teen to test their knowledge, identify areas of weakness, and reinforce their understanding of key concepts. Plus, it’s a great opportunity for you to get involved with revision by testing their knowledge and providing support and encouragement!

Physically writing out flashcards aids in muscle memory. However, if your child is short on time, or isn’t keen on using pen and paper, they can create digital flashcards using programs like Quizlet or Anki. This has the added benefit of enabling your child to revise on their phone while on the move!

You can also find pre-made sets of flashcards organised by subject and topic for free on Physics & Maths Tutor. Would your child prefer physical copies? Order GCSE and A Level science and maths flashcards from the PMT Shop and get them delivered straight to your door!

A Level Physics revision flashcards and an exercise book.

Mind maps

Mind maps are a type of visual tool used to organise information around a central topic. They can help break down complex subjects and make them easier to understand. Whether your child is revising the ethical implications of GM crops or planning an essay on the treatment of Jewish people during Kristallnacht, mind maps can be very useful in connecting ideas and events. They serve as an engaging revision activity and cultivate a deeper understanding of the relationships between different aspects of a topic.

Your teen could make a set of mind maps using their textbook and class notes and stick them around their bedroom as a visual aid. Alternatively, they could use mind maps as a form of ‘retrieval practice’. In a brief but focused burst (and without peeking at their notes!), they could create a mind map displaying everything they recall about a specific topic. They could then review their mind map and fill in any gaps they may have missed with a different coloured pen. This will help them to better retain the information.

Your child could create digital mind maps for use on their smartphone, tablet, or computer, using a program such as MindMeister. They can also find colourful, pre-made digital science mind maps on Physics & Maths Tutor or purchase physical copies from the PMT Shop.

Sticky notes on blackboard mind map.

Posters

Help your child tap into their creativity with revision posters! Posters are a fantastic revision resource, especially for the sciences. Encourage your teen to design posters that showcase key points, formulae, and diagrams. Placing these posters in their study area will serve as a constant visual reminder, reinforcing memory retention.

Beware! While aesthetics are important, caution your child against spending excessive amounts of time trying to make the posters visually appealing. Emphasise that the primary goal is to capture and present the key points effectively. Spending too much time perfecting handwriting and design might detract from the core purpose of reinforcing essential information.

For those seeking ready-made revision resources, you can explore our selection of GCSE and A Level Biology posters on the PMT Shop.

YouTube

YouTube is a treasure trove of educational content! If your child requires supplementary learning materials or a fresh perspective on challenging subjects, there are lots of YouTube ‘explainer’ channels that break down complex topics into digestible content. For example, the Amoeba Sisters create humorous videos explaining key biology topics, from meiosis to the human nervous system.

Additionally, if your child is struggling with a particular exam question, they’ll likely be able to find a helpful video walkthrough on YouTube. On our YouTube channel, you can find video solutions for various GCSE and A Level maths and science past papers.

A smiling teenage boy sitting at his laptop and working on his EPQ.

Past papers

Past exam papers often present questions in a different manner than those found in textbooks or worksheets provided by teachers. They are therefore crucial to help familiarise students with the types of questions they might encounter and give them a sense of the exam format. Practising past papers also reinforces understanding and highlights any knowledge gaps or weaknesses in exam technique.

Instead of waiting until they’ve covered all topics, your child should practise past papers regularly throughout the revision process. After revising a specific topic, they should test themselves using relevant exam questions – Physics & Maths Tutor provides exam questions conveniently organised by topic!

Ensure they check their answers using the mark schemes (or using our step-by-step video walkthroughs) and make use of examiner’s reports to gain insight into common pitfalls and areas where students often slip up. Especially in science subjects, mark schemes can be highly specific, requiring keywords or phrases for mark allocation. As your child goes through mark schemes and examiner’s reports, they’ll start getting a feel for what examiners are after, giving them a solid edge when it’s time to face the actual exam.

Educational apps

Revision apps can be useful tools to help students manage their study schedules, simplify complex concepts, and stay focused. Lucky for you, we have an in-depth student blog article that explores eight of our favourite revision apps!

Teenage girl exploring revision apps on her spartphone.

Revision courses

If your child requires a more intensive and focused approach to exam preparation, we run Easter revision courses for a range of GCSE and A Level subjects and exam boards. This can be an excellent opportunity for your child to bolster their existing GCSE or A Level knowledge, strengthen their exam technique, and ask tutors any questions they might have over the Easter break.


Navigating your child’s exam revision doesn’t have to be overwhelming. From tried-and-tested revision methods like flashcards to the dynamic world of educational videos and apps, there’s a diverse array of tools available. Encourage your child to mix up their revision methods, keeping them engaged and leveraging different memory pathways for effective learning. With your support, and armed with effective revision strategies, they can approach their exams with confidence!

Sally is new to gardening. She knows that she needs to cut the grass and weed to ensure the garden is maintained well. No one has shown her how to do either, so she watches videos, reads articles and asks her neighbours. Over time, she becomes proficient and learns the best ways and times to work on the garden.

Paula is also new to gardening but works long hours. She is exhausted by the time she gets home and only works on the garden during the holidays and some weekends. As a result, the garden is usually overrun with weeds and plants struggle to grow well.

Weeding is an important practice that most people seem to know about, but its impact can vary greatly from highly successful to entirely ineffective (think pulling up weeds but leaving roots behind).

Homework is similar. Teachers worldwide often set homework because it is a customary practice and they think it is important. However, homework can prove ineffectual or even detrimental if not carefully considered.


The homework dilemma

The research regarding homework’s effectiveness is relatively weak, given the variation in homework type, duration, and contexts across different studies, or the dominance of specific subjects in the research.

The natural conclusion must be, ‘Let’s not set it then.’ After all, it:

Each of these is an important reason, and those who support homework should not dismiss them. So, why should we set homework?

Student completing homework in exercise book.

Because there is a lot we do know about how learning happens and the benefits of spaced retrieval practice done independently. Teachers think carefully about their explanations, the examples they use in the classroom, and the questions they pose. They also provide opportunities for students to practise in lessons. Some would argue that surely this is sufficient. However, if students do not ever practise completing work away from the influence of their teacher, they will always expect relatively immediate support and have limited chances to develop self-regulated learning.

Benefits of homework

There are three main reasons homework can be an important extension of the learning process that begins in the classroom:

  1. Homework can build confidence through lots of practice and the opportunity to attempt challenging questions independently
  2. Homework can improve attainment by allowing students to practise not only relevant tasks but also good study strategies in their own time
  3. Homework can help students learn how to organise themselves

In order to achieve these goals, homework must have certain features. All of these key features enable students to experience success but with the right level of challenge so that the homework is worthwhile.

Components of effective homework

ComponentWhat does it entail?
Linked to classroom learningTasks that are based on current and previously covered topics are most effective as students can see their relevance to improving their learning.
RegularStudents know when to expect homework and what it looks like. If homework is set erratically or looks different from anything they have done in the classroom, they are less likely to succeed.
Resources are available to students (e.g. textbooks, booklets, key websites, mental resources in the form of core knowledge)Students know where to look if they are stuck or to improve their answers. This allows students who have missed lessons or those who struggle to recall knowledge to feel included in the homework.
AccessibleIf online, all students can access the homework. If on a worksheet, all students know where to look if they misplace their copy. The content of the homework is accessible to all students, whether they are in lessons or not.
Standardised formatInstructions to complete the homework are clear and familiar, having been practised in lessons.
SupportIf students don’t know what they need to do to be successful at their homework, they must know where to look or who to speak to. Equally, students who have other barriers to completing their work are given support to practise independent study in school (e.g. a supportive homework club).
TimeExcessively lengthy homework lacks effectiveness, while very short tasks yield minimal impact. Determining the suitable time allocation, length, and complexity of homework should involve collaboration throughout the school. For instance, if all subjects set lengthy weekly tasks, students may become overwhelmed, compromising their effort across all tasks.
Feedback and responsivenessHomework is effective if students know their efforts are being recognised by teachers, get feedback to improve, and teachers use information gathered from completed homework to decide the right level of challenge both in the classroom and for future pieces of homework.

When designing, setting and responding to homework, if we think of how students can succeed at it, then we are on our way to making homework effective. This is when homework can truly help our students work independently, build confidence, and increase attainment over time.

Although virtual tutoring has many benefits, it also presents unique challenges. As a tutor, maintaining focus and productivity during tutoring sessions can be a daunting task. However, with the right approach and strategies, you can ensure that each session is efficient and productive for both you and your student. This article will explore some key strategies for managing your time effectively while tutoring online.


1. Set clear objectives

Before each tutoring session, establish clear objectives outlining what you aim to achieve. Whether reviewing specific concepts, completing assignments or homework, or addressing areas of difficulty, having a roadmap in place will help you stay on track and make the most of your time.

I find that it is best to clarify with students exactly what it is they’d like to do in their sessions. Some students need help reviewing and understanding the content, while others have solid knowledge but struggle to apply information to exam questions. Some students may like to do both in the lesson. Planning the content and setting goals beforehand will help keep the lesson on schedule.

2. Prioritise tasks and teach in ‘chunks’

Identify the most crucial tasks that need to be accomplished during the tutoring session and go through them accordingly. Start by addressing the high-priority topics that your student struggles with the most. This will ensure that the essential learning goals are met, even if unexpected interruptions occur later in the session.

Rather than attempting to tackle entire topics in a single lesson, it can be more beneficial to divide complex topics into smaller, manageable segments. Approaching more complex topics bit by bit allows for better information retention and understanding as students can digest the material more effectively. When kids grasp concepts more quickly, it frees up more time to explain additional content!

View of laptop during online tutoring session.

3. Set realistic expectations for lesson duration

“Could we please cover the whole OCR A Level Biology specification before my exams next week?”— a question I have heard far too often, especially close to exam time!

This may be feasible for some, but if you are aware certain timelines are impossible to meet, let the tutee know. Recognise that online sessions may require greater flexibility in terms of duration. Set realistic expectations for lesson duration based on the complexity of the material and the individual needs of the student.

4. Establish pacing guidelines

Maintain a steady pace throughout the session to ensure you cover all planned material within the allotted time frame. Be mindful of time constraints and avoid dwelling excessively on specific topics. You will find some students love to chat, and although they can be lovely to talk to, it is your responsibility as a tutor to redirect their attention back to the material and keep them on track. Encourage active participation from students to keep the session engaging while staying mindful of time management goals.

You can also help to build time-conscious habits among your students by emphasising the importance of punctuality and time management skills. Encourage them to come prepared for each session with questions or topics they’d like to address. This will help to maximise the efficiency of your time together.

Female self-employed online tutor talking to student.

5. Incorporate breaks wisely

Recognise the importance of incorporating short breaks into longer sessions to prevent burnout and maintain focus. Use breaks strategically to allow students to recharge, process information, and return to the session with renewed energy and concentration. In lessons longer than an hour, I always offer my students the opportunity to take a break, have some water and stretch their legs, even if it’s only for a minute or two.

If you don’t already do this, give it a go, and I’m sure you will notice the positive impact of a short break on your tutee’s concentration and focus. Remember, it is more beneficial to take a 5-minute break halfway through the session than to have the student spend the last 40 minutes of the session distracted and lacking attention.

6. Evaluate and adapt

Communicate openly with your students regarding time management expectations and goals. Discuss any challenges or concerns either of you may have regarding pacing or session duration, and work together to find solutions that meet both of your needs.

Make it a point to periodically evaluate the effectiveness of your time management strategies and be willing to adapt them based on feedback and observations. Keep in mind that every student is unique, and what works for one student may not work for another. An open-minded, flexible approach is key to improving time management in lessons.


Effective time management is crucial for successful online tutoring. From setting clear objectives to incorporating smart breaks, these strategies will help maintain productivity whilst avoiding burnout. By being flexible and adapting to each student’s unique needs, tutors can make the most of their session time and ensure a positive learning experience for all.

When thinking about post-16 options, A Levels often take centre stage. While A Levels are a great choice for students who enjoy traditional academic subjects, they may not be the best fit for everyone. If you are someone who prefers practical, hands-on learning, or if you have a specific career path in mind that doesn’t require A Levels, then there may be other qualifications better suited to your needs. For example, vocational qualifications focus on knowledge and practical skills related to specific careers or industries.

From NVQs to Apprenticeships, this article will explore various vocational qualifications on offer so that you can make an informed decision about which path is right for you.


What are vocational qualifications?

Vocational qualifications are work-related qualifications that develop knowledge and skills related to specific career sectors, such as Engineering, IT, Business, and Healthcare. Unlike traditional academic qualifications, which often emphasise theoretical learning, vocational qualifications are designed to prepare individuals for the practical aspects of their chosen profession. These qualifications are well-suited for students who prefer hands-on learning and aspire to pursue careers that require specific technical or practical skills.

Vocational qualifications can be taken alone or in combination with other qualifications, such as A Levels. These qualifications are available at different levels. If you are new to a particular area or role, you can start with a lower-level qualification and progress as you gain experience and expertise.

More than half of students who complete vocational qualifications progress to university, while others opt to enhance their industry-specific abilities and enter the workforce directly.

There are four main types of post-16 vocational qualifications available to students in England:

You may also encounter newer vocational qualifications such as Cambridge Technicals or the TechBAc.

A female apprentice working with two male engineers. In STEM, the gender gap remains significant.

BTEC diplomas

What is a BTEC equivalent to?

There are various BTEC levels, ranging from 1 to 7. BTEC National Diplomas are Level 3 qualifications equivalent to A Level study. BTEC National Diplomas can be studied full-time or part-time and alongside other qualifications.

What grades do you need to do a BTEC?

Similarly to A Levels, BTECs have entry requirements. These may vary depending on the area of study and institution you are applying to.

If you are struggling with your GCSEs and are concerned that you may not achieve the grades required to study for a BTEC National Diploma, don’t worry! The flexibility in BTEC levels accommodates students with varying GCSE achievements:

Flow diagram illustrating the various BTEC paths someone can take depending on their GCSEs.

How are BTECs taught and assessed?

BTECs are primarily taught through classroom learning in sixth form or college. The course also includes work placements, where you will be able to apply what you have learned in class to real-life settings.

The qualification is organised into several themed ‘units’. Instead of a single exam at the end of the course, students are assessed across each unit, allowing them to demonstrate their understanding and skills throughout the duration of the program. You may be assessed through a combination of coursework, practical tasks, or written tests. The results of each unit are averaged to give a final grade.

When you complete a BTEC National Diploma, you will be awarded one of the following grades:

What BTEC courses are on offer?

There are more than 2,000 BTEC qualifications on offer across 16 sectors. Typical areas include:

When searching for a BTEC course, explore the offerings of nearby sixth forms and colleges to see if any of their courses align with your interests. Alternatively, start by finding a course or area that interests you and then look for an institution that teaches that course. It’s best to start broad and narrow your options based on your interests, strengths, and weaknesses. Remember that research is key. The more research you do, the greater your chances of enjoying and succeeding in your chosen course.

BTEC Engineering lesson on CAD.

What can you do after a BTEC?

After completing a BTEC qualification, there are several paths you can take. One option is jumping straight into the workforce. BTECs equip students with industry-specific skills and knowledge highly valued by employers. According to Pearson, the qualifying body of BTEC, 74% of employers want new hires with practical knowledge and skills combined, and 90% of BTEC students are employed full-time after graduating.

Alternatively, a BTEC qualification serves as a valuable gateway to higher education. Recognised by many universities, it allows students to pursue a diverse range of degree programmes. According to the Good Schools Guide, 95% of UK universities accept BTEC Nationals as qualifications for over 70% of their degree courses, and over 100,000 students get into university with a BTEC each year!

If you’re thinking about attending university, it’s important to explore potential course options and their entry requirements early on. BTEC qualifications are made up of a set number of units. While an 18-unit BTEC (known as the BTEC Level 3 National Extended Diploma) is equivalent to three A Levels and is accepted by many universities, students with a 12-unit BTEC (BTEC Level 3 National Diploma) may need to have an AS or A Level qualification as well. It’s crucial to research potential courses to determine whether a BTEC qualification alone will meet the admission criteria.

NVQs

What is an NVQ equivalent to?

There are seven NVQ levels (not including entry level), each designed to assess workplace competence. Their approximate equivalents are as follows:

You can start at a level that suits you and progress upwards as you gain experience and expertise. While NVQs don’t have to be completed in a set amount of time, most students take around one year to complete an NVQ Level 1, 2, or 3.

Three students using computers to research post-16 options.

What grades do you need to do an NVQ?

The entry requirements for studying an NVQ can vary depending on the specific NVQ, the level, and the institution offering the course. Typically, NVQs do not have strict entry requirements, making them accessible to individuals from diverse educational backgrounds.

How are NVQs taught and assessed?

In contrast to BTECs, most NVQs are workplace-based. As an NVQ student, you will likely be a full-time or part-time employee, completing your course while you work. Alternatively, you may take an NVQ at a college alongside work placements to gain industry experience, although this option is less common.

Much like BTECs, NVQs are structured into units. Assessment does not involve traditional exams. Instead, students are assessed based on a portfolio of evidence that shows the tasks and duties they have carried out at work, as well as their achievements. The portfolio may include documents, photographs, reports, and other evidence demonstrating the application of skills and knowledge in the workplace.

Additionally, assessors will visit NVQ students in their workplace to observe and evaluate their performance of specific tasks and activities, benchmarking their proficiency against industry standards. At the end of each unit, candidates are assessed as being ‘competent’ or ‘not yet competent’, reflecting their demonstrated level of skill and readiness in the workplace.

One of the main benefits of NVQs is that students are assessed only when they are ready to pass a unit. This flexibility enables them to learn at their own pace and reduces pressure.

What NVQ courses are on offer?

There is a huge range of NVQ courses on offer, covering various sectors and industries. Some of the most popular NVQ subjects include:

These are just a few examples, and NVQs are available in many other areas. To explore specific NVQ courses, you can visit the NVQ courses hub website or contact educational institutions and training providers in your region.

Two female students doing an NVQ course in beauty and hairdressing.

What can you do after an NVQ?

After completing an NVQ, there are various pathways you can pursue, depending on your goals and preferences:

T Levels

T Levels are a type of vocational qualification recently introduced in England as part of the Government’s efforts to offer a technical alternative to A Levels. Designed in collaboration with industry experts, companies, and education providers, they provide students with a mix of classroom learning and on-the-job experience.

What is a T Level equivalent to?

A T Level is a nationally recognised Level 3 qualification equivalent to three A Levels. Like A Levels, T Levels typically take two years to complete.

T Level students receiving hands-on training in college.

What grades do you need to do a T Level?

Over 400 institutions offer T Levels. The entry requirements for T Levels can vary depending on the specific course and institution you are applying to. While most centres demand a minimum of grade 4 in English and Maths, some may require even higher grades.

If you do not meet the required grades to apply for T Levels, or need more time to prepare, you could enrol on the T Level Transition Programme.

T Level Transition Programme

This is a one-year course designed to help post-GCSE students enhance their knowledge, skills, and work experience related to their chosen T Level area. According to the Government, students who take this course will:

How are T Levels taught and assessed?

Similarly to A Levels, T Levels are classroom-based, with around 80% of the course taking place in a formal educational setting. However, learning is not limited to traditional desk-based methods. Your schedule will be packed with a variety of hands-on workshops and practical sessions.

A T Level programme encompasses a minimum of 1800 hours of scheduled learning, divided into three primary sections:

Depending on the course taken, T Levels may be assessed through a combination of coursework, practical projects, and external examinations. Unlike A Levels, students are assessed throughout the duration of the T Level course.

A female secondary school teacher teaching algebra on a whiteboard.

After you complete a T Level, you will receive an overall grade based on your performance across all components of the programme:

Students who do not pass their T Level will receive a ‘statement of achievement’ that showcases the completed sections of the course and their respective grades. This means that even if a student fails one section of the course, they will still have something to present to potential employers.

Students also have the opportunity to resit their core T Level exams and projects during Pearson’s annual exam series.

What T Level courses are on offer?

The first T Levels were introduced in September 2020 at selected centres across England. By September 2024, more than 20 T Level subjects will be available, covering a range of sectors, including:

An engineer and T Level student fixing a factory machine.

After completing a T Level, there are several paths you can pursue.

Problems with T Levels

Since their launch in September 2020, T Levels have faced significant criticism from Ofsted.

Across institutions, there has been considerable variation in their success and student experience with T Level courses has been mixed. Some students found the courses fulfilling, while others felt misled and ill-informed about course content and structure. The quality and effectiveness of T Level courses need improvement due to challenges in initial assessments, weaknesses in teaching resources, concerns about the high volume of content, and issues with industry placements. Although most students who complete their course successfully obtain the qualification, many students drop out before finishing.

According to James Kewin, the deputy chief executive of the Sixth Form Colleges Association, Ofsted’s report “is clear that T Levels are not yet the gold-standard, mass-market replacement for BTECs the Government believes them to be”.

T Levels are highly adaptable qualifications, but there is still a lot of work to be done. Therefore, if you are planning to pursue a T Level, it is critical to conduct extensive research and keep yourself informed about these ongoing challenges, so that you can make well-informed decisions about your future.

Apprenticeships

What is an apprenticeship equivalent to?

There are six apprenticeship qualification levels, spanning from Level 2 to Level 7. Each are categorised as Intermediate, Advanced, Higher or Degree apprenticeships:

The duration of apprenticeships can vary, ranging from one to six years, depending on the level and field of study. Similarly to NVQs, there is often an opportunity to advance to higher-level apprenticeships.

What grades do you need to do an apprenticeship?

Apprenticeships are real jobs and entry requirements will vary depending on the industry and employer. Typically, to be eligible for an intermediate apprenticeship, you must be at least 16 years old and no longer enrolled in full-time education. If you are considering an advanced apprenticeship, you will likely need a minimum of three GCSEs with grades 9-4, as well as prior work experience.

Engineer showing apprentices how to use a machine.

How are apprenticeships taught and assessed?

If you decide to become an apprentice, your schedule will consist of both practical training in the workplace (80%) and classroom-based learning at a college (20%). To successfully balance both aspects of the course, you will need to have good time management skills.

Apprentices are expected to work 30 to 40 hours per week, including time spent in college and training. You will be employed for the duration of your apprenticeship and will also receive holiday pay. Your salary will depend on various factors including your age, the region you are in, and the specific apprenticeship you are undertaking.

At the end of your apprenticeship, you will be assessed to ensure that you are competent in your role. This is known as an end-point assessment. If you pass, you will be awarded your apprenticeship. Apprenticeship assessments are typically conducted by the training provider and externally validated by an awarding organisation. They may involve:

What apprenticeships are on offer?

There are more than 600 different apprenticeships available covering a variety of industries. The most popular sectors include:

The apprenticeships available will vary depending on your location, interests, and the specific opportunities offered by employers or training providers.

How to find an apprenticeship

There are many avenues through which you can find an apprenticeship in England:

Once you have found an apprenticeship that interests you, you can register and apply for it through the Government website. The application process is similar to creating your CV. It’s important to take your time and think through what you want to write in each section. If you are applying for multiple apprenticeships, make sure you tailor your content to the specific role. Don’t just copy and paste the same content for all applications!

What can you do after an apprenticeship?

Apprenticeships provide a gateway to numerous opportunities. Upon completion of an apprenticeship, many individuals are offered full-time employment with the same company or organisation where they received their training. This provides a great opportunity for apprentices to build a long-term career in their chosen field.

Apprenticeships also provide a pathway to further education. Many apprentices choose to pursue additional education, such as earning a degree or obtaining industry-specific certifications. This can help them further advance their careers and increase their earning potential.


When it comes to post-16 education, there are many vocational qualifications available. It’s important to consider multiple factors when choosing the best option for you. What is your learning style? Do you prefer traditional textbook-based classroom learning or gaining experience through hands-on activities? What are your future goals and aspirations? Do you want to attend university or jump straight into the job market? What industry would you like to work in and what qualifications are required to enter that field? With thorough research and careful consideration, you can look forward to a fulfilling and successful future.

Knowing how best to support your child’s learning can feel overwhelming, and the vast sea of information available online often leaves parents feeling confused. In this article, I will debunk six common myths about learning to help you better navigate your child’s educational journey.


1. Intelligence is fixed

There is a popular misconception that intelligence is fixed and is simply the hand you’re dealt with at birth. This assumption is not only outdated but can have a significant impact on a child’s mental and emotional well-being. While genetics do play a role in determining intellectual ability, studies have shown that other factors such as environment, nutrition, education, and life experience can shape and influence intelligence. Moreover, a child’s cognitive abilities are not fixed and can change as they develop.

Students with a fixed mindset require constant academic validation and tend to view failure as a reflection of their self-worth – “I knew I would fail because I’m dumb”. Negative thoughts can spiral, leading to low self-esteem and a lack of motivation – “Why bother because I’m going to fail anyway”.

As parents, the language we use around our children can have a tremendous impact on the way in which they perceive themselves. Teaching our children to cultivate a growth mindset, that is, the belief that they aren’t bound by a limited level of intelligence but can improve their abilities through effort, perseverance and guidance, not only boosts academic success but promotes happiness and overall well-being. Provide your child with a wealth of different learning opportunities and urge them to take risks and welcome new experiences. Encourage them to view challenges as opportunities for growth and praise effort rather than outcome.

Mother and daughter at parent-teacher meeting.

2. Technology is always a distraction

Young people are spending an ever-increasing amount of time in front of screens, whether it be texting, watching videos, scrolling through social media or playing games. With rates of anxiety, depression and sleep deprivation among children rocketing, it’s little wonder that parents feel digital media and technologies are adversely impacting their children’s lives. Technology is seen as a distraction, drawing a child away from the task in hand, hindering creativity and impeding academic performance. Obviously, staring at a screen for excessive periods is something to be discouraged, but when healthy screen habits are established, the use of technology can be beneficial.

Technology provides your child with easy access to information and a vast array of educational resources at the click of a button, from online libraries to videos, podcasts and e-books. Online learning platforms offer both personalised and flexible learning. They can provide opportunities to explore new topics or to facilitate a deeper understanding of difficult concepts. Interactive apps and games engage and motivate, encourage critical thinking, cultivate problem-solving skills and allow creativity to be expressed. Students can share ideas, connect, and collaborate with their peers in real-time.

Whether we like it or not, technology has become an integral part of our lives and acquiring digital literacy is an essential skill for children in the 21st century.

3. More time spent revising leads to better results

Many parents believe that the more time their child spends revising, the better their chances of academic success. However, the amount of time spent revising is less important than the actual revision techniques employed.

The purpose of revision is to reinforce the cues linked to previous learning so that the information can be easily retrieved when required. Passive revision techniques, such as re-reading notes, listening to recorded lesson notes, or highlighting pieces of text, require minimal brain engagement and are known to be largely ineffective. Active revision, on the other hand, involves using and organising the information you need to learn. Rather than mindlessly reading over notes, students are actively engaged in recalling, grouping, and connecting information.

As a parent, there are many ways to help your child revise more effectively. Create a revision plan and organise sessions into short, manageable chunks with regular breaks. Encourage the use of varied revision techniques such as making mind maps, using post-it notes, or testing with flashcards. Take the role of a student and get your child to explain a topic to you. Ask lots of questions and quiz them on key concepts. Encourage them to answer practice questions and do past papers under timed conditions.

Young girl revising over the Christmas holidays.

4. We all have one learning style

There’s a long-held belief that everyone has their own learning style and that we learn best when teaching is tailored to it. Some students may see themselves as visual learners, absorbing and retaining information more readily when it is presented visually, such as in the form of diagrams, pictures or charts. Others regard themselves as ‘aural’ learners who retain information best when it’s presented vocally. Some prefer the written word (read/write learners) and others a more hands-on approach (kinaesthetic learners).

However, attempting to pigeonhole a student into one of these learning styles can cause more harm than good. Having a fixed belief about your capabilities as a learner leaves little room for self-improvement. There’s also an inherent danger of perceiving learning styles as indicators of academic potential, impacting a student’s self-esteem, future performance, and academic choices. Our preferred learning style may not always be the most effective, and learning strategies will vary depending on the task at hand. Some subjects, such as mathematics and science, require a multisensory approach and cannot be fully grasped using one learning style.

Encourage your child to engage with different learning styles. Having the ability to switch between or combine different modes of learning depending on the circumstances is a useful tool in all aspects of life.

5. Grades reflect intelligence

Another common myth is that intelligence is reflected in academic performance. Our society highly values academic achievement. From an early age, our children are judged and defined by their grades, and this can have a profound impact on their self-esteem and mental wellbeing. Many students believe their grades reflect who they are and how they will progress in life. However, grades only reflect one aspect of an individual, such as the ability to memorise or perform under pressure. Students are more than just a test score and their self-worth should not be linked to exam success.

Children often mirror the values expressed by their parents. They look to them for validation and even a slight detection of disappointment will make a child question their own abilities. A parent overly concerned with high academic achievement will shape their child’s views on self-worth and may instil a fear of failure.

Raise your child to become a well-rounded individual. Yes, qualifications are a stepping stone to future opportunities, but choose to focus on the bigger picture. Encourage qualities such as curiosity, perseverance, resilience, independence, self-belief and self-reflection. Focus on the importance of learning rather than the grades themselves and celebrate your child’s unique strengths and talents.

Father helping daughter with homework.

6. A bit of pressure from parents is healthy

Parental pressure is often well-intentioned. You want your child to fulfil their potential and to succeed in life. Most parents are aware of the negative effects of excessive pressure on their children but mistakenly believe that a little bit of pressure can be beneficial. However, young people already face pressure in many aspects of their lives, whether it be self-imposed or from outside sources such as teachers, peers and social media.

Positive parenting means being supportive and encouraging without adding parental pressure. Set clear expectations rather than ultimatums. Find opportunities to praise rather than to criticise. Put the emphasis on effort rather than on outcome. Encourage your child to see failures and setbacks as opportunities for growth and introspection. Don’t overprotect. Be there to give advice but allow your child to make their own mistakes.


By dispelling these six educational myths, you can create an environment that fosters your child’s mental and emotional wellbeing, encourages a genuine love for learning, and nurtures your child’s unique strengths and talents.

Over the years, education has seen certain ideas embed themselves in daily practice only to then be debunked, either as well-meaning but spurious or as having no solid basis in evidence.

As Carl Hendrick outlines in What Does This Look Like in the Classroom, learning myths often originate in one of two ways. First, they might come from initiatives or interventions that, as Hendrick suggests, ‘have no basis in research whatsoever’. Second, they might originate from poorly conducted research or evolve from a good idea that is rooted in evidence but, through iteration after iteration, becomes a distorted version of what it once was. This is what Dylan Wiliam describes as ‘lethal mutations’.

In this article, I’ll outline three especially prevalent EduMyths and for each one review some of the research that points to it being a myth:

  1. Learning Styles
  2. Cone of Learning
  3. Thinking Hats

Myth No. 1: Learning Styles

In many ways, learning styles are the archetypal EduMyth. The basic premise of learning styles is this: students are said to have a preference in the way in which they learn, typically visual, audio or kinaesthetic, and if the teacher matches their method of instruction to the preferred learning style, then the student will learn more effectively.

In effect, type X learners learn better doing X and type Y learners learn better doing Y. Paul Kirschner (2020) explains the theory in this way: “what we often hear is that we need to offer articles, videos and podcasts so that we accommodate people who learn better from reading, watching or listening. However intuitively right this feels, it’s untrue“.

It is important, though, to unpack the precise claim made by the theory of learning styles. The claim being made is not just that students have a preference as to how they would like content to be delivered, but also that matching teaching method to this preference will lead to better learning for those students. It is with the second part of the claim that we run into trouble.

Teacher chatting to smiling student about learning styles.

It is almost certainly true that students do have a preference as to how they would like material to be delivered. Everyone is different, and so naturally, some might prefer to watch a video, read an essay or physically move around. However, there is no evidence to suggest that teaching in such a way that aligns with that preference will help that student learn better.

As David Didau outlines, it would make far more sense, even if learning styles were true, to match instruction to the content being taught. If you wish to teach a course on the Amazon river, everyone would almost certainly be best served by being shown a picture of the river, irrespective of any expressed preference. Equally, if you wish to coach the backhand in tennis, everyone is probably going to be best served (no pun intended) by having a go.

The danger comes when we limit instructional opportunity based on the belief X is better because of a presumed learning style. As the EEF concludes, “learners are very unlikely to have a single learning style, so restricting pupils to activities matched to their reported preferences may damage their progress”.

Myth No. 2: Cone of Learning

Dale’s Cone of Learning, sometimes labelled the learning pyramid, looks something like this, although there are many different versions:

Dale's Cone of Learning

Described as the Loch Ness Monster of educational theory, de Bruyckere, not one to mince words, labels this an out-and-out ‘fake’.

Whilst most often attributed to Edgar Dale, this is not strictly accurate. Dale’s original ‘cone of experience’ was published in the 1960s and was intended to suggest ways in which teachers might like to include audiovisual materials in teaching. It was not related to how much material people can retain under different circumstances. Dale also conceded and was quite open about the fact his original work was not based on any scientific research. It was simply a list of different audiovisual materials that might be incorporated into teaching, as below:

Dale's Original Cone of Experience.

This is an excellent example of the ways in which ideas can be mutated into something they were never intended to be.

Myth No. 3: Edward de Bono’s Six Thinking Hats

Popular throughout the 1980s and 1990s and originating in de Bono’s 1985 book of the same name, ‘thinking hats’ describes an apparent way to adopt different modes of thinking and perspectives in order to better solve problems and facilitate discussion. One might, for example, literally or metaphorically don a red hat if one wished to try to focus or better coordinate an emotional response to a particular problem, a green hat to think creatively, or a yellow hat to promote a positive outlook.

The problem, of course, is that switching between modes of thinking is not as seamless a process as the theory appears to assert. One cannot suddenly hope to restrain their emotional responses in order, at an agreed time, to begin to think more critically.

As outlined by Dan Willingham, in order to think critically or creatively about a topic, one first needs to know a lot about that topic. Thinking critically is deeply entwined with the subject matter about which one hopes to think critically. In other words, it is very difficult to think with any precision about things we do not know. Yet, de Bono’s theory seems to suggest such thinking is a pose we could adopt if we so wished.

Embarking on your journey as a tutor is a rewarding experience that allows you to impart knowledge and inspire others. However, as you begin to accumulate tutoring hours, it’s essential not to neglect the less thrilling but equally important aspect of being a self-employed tutor – managing your taxes.

It’s essential to be aware of and fulfil your tax responsibilities to HM Revenue & Customs (HMRC). If you work as a tutor on an online tutoring platform, such as PMT Education’s Tutoring Platform, you are not an employee but an independent contractor. This status means you’re responsible for managing your taxes, and failing to do so could result in significant penalties. Understanding your tax obligations is key to staying compliant and maximising your financial well-being. This guide aims to offer comprehensive insights into managing your taxes effectively, including how to submit your Self Assessment tax return.


Understanding your tax obligations

When you embark on self-employment as a tutor, you essentially become a ‘business owner’ in the eyes of HMRC. This status requires you to:

  1. Register for Self Assessment: If you have not sent a tax return before, it is likely that you will need to register with HMRC for Self Assessment. This is the system HMRC uses to collect Income Tax. You can use the Government’s online tool to check if you need to register for Self Assessment.
  2. Keep accurate financial records: It’s imperative to maintain detailed records of all your tutoring income and any expenses. I use an Excel spreadsheet to track my income. You can create a new row for each payment that you receive, whether it is from your clients or tutoring agency. If you have an accountant, you will need to provide them with this information when they file your tax return.
  3. Submit an annual tax return: You need to report your earnings and expenses annually by submitting a Self Assessment tax return. I use an accountant to file my tax returns to ensure they are filed correctly – any mistakes can cause you a hefty fine. A reputable accountant will charge roughly £300 for this service.
  4. Pay Income Tax and National Insurance contributions: Based on your profits, you may need to pay Income Tax and Class 2 and Class 4 National Insurance contributions. You must do this yourself and HMRC will communicate how to pay them. I find the HMRC mobile app makes this step very easy! You can download it on the App Store or Google Play.
Self-employed tutor filing his tax return.

When to register and submit a tax return

For the 2023/2024 tax year, the Personal Tax Allowance is £12,570. If your earnings are below this threshold, you will not usually have to pay income tax. However, if your income exceeds £1000 in any given tax year, you must still file a tax return.

Tutor tax return setup guide

After setting up a Government Gateway account, you can log in to register for HMRC’s online services. HMRC will then mail your Unique Taxpayer Reference (UTR) number, which typically arrives within 10 working days. With your UTR number in hand, you’re ready to sign up for Self Assessment, prompting HMRC to send an activation code for your UTR by post, usually within a week. Upon receiving this code, you can activate your account and gain full access to the Self Assessment portal.

Organising your finances as a tutor

Key tax tips for tutors

Online tutor talking and wearing headphones and a microphone.

Frequently asked questions

Do I have to declare employment income in my Self Assessment tax return?

You must disclose all sources of income, including your employment income and any other earnings, on your Self Assessment tax return to ensure you pay the correct amount of tax.

As a tutor, can I claim expenses for using my home as an office?

Yes, if you use part of your home for tutoring, you can claim a proportion of costs such as heating, electricity, Council Tax, mortgage interest, or rent.

How do I make payments on account?

Payments on account are essentially advance contributions to your upcoming tax bill, calculated from your tax liability in the previous year. These payments are split into two due dates: January 31st and July 31st. Indeed, this means you’re paying a portion of your next year’s tax bill ahead of time. It’s crucial to budget for these payments to avoid any financial surprises.


As a self-employed tutor in the UK, it is important to understand your obligations to HMRC for taxes. This includes registering for Self Assessment, maintaining accurate financial records, submitting annual tax returns, and making timely tax payments. By organising your finances, understanding deductible expenses, and planning for your tax payments, you can ensure compliance and optimise your financial wellbeing. Remember, while this guide provides a foundational understanding, tax regulations are subject to change, and seeking professional advice may be beneficial for complex situations.

While I have experience in submitting numerous tax returns myself, it’s important to clarify that I am not a certified accountant. The information provided here is intended as general advice. For comprehensive guidance or in situations that are more complex, it’s advisable to seek the expertise of a professional tax advisor.

If you’re in Year 11 or Year 13, chances are, you’ve recently emerged from an intense period of mock exams. First and foremost, well done on successfully navigating these assessments! Mock exams are no easy feat, so you should be proud of yourself for getting through them.

However, before you push mock exams to the back of your mind, it’s crucial to take some time to reflect on your results. By analysing your performance, you can identify your strengths, pinpoint your weaknesses, and develop a plan for success in your final exams.

In this article, we’ll explore the importance of reflection and offer practical strategies for GCSE and A Level students to make the most of their mock exam results.


Embrace a positive mindset

Approach the process of reflecting on your mock exam results with a positive mindset. Remember that your results are not a final judgement but a snapshot of your current knowledge and understanding. If you’re disappointed with your results, try to view them as an opportunity for growth and improvement rather than a setback.

Molly’s Top Tip!

If you didn’t perform as well as you expected in your mock exams, all is not lost. You still have plenty of time to refine your study routine or even devise a completely new one. Remember that mock exams are just a practice run. When I was in school, many students who performed poorly in their mocks ended up doing exceptionally well in the final exams. So, don’t give up now! Keep going and take advantage of this opportunity to improve!

Review your mock exam papers

Set aside time to thoroughly review each of your mock exam papers. While you may do this as a class exercise in school, it is also worth revisiting independently.

This process isn’t just about counting the number of correct and incorrect answers; it’s about examining the reasoning behind your responses and gaining an understanding of why you were awarded marks for some answers but not for others. The mark scheme provides a structured guide for understanding the expectations of each question, so make sure to request a copy from your teacher!

A school girl reviewing her mock exam papers.

Begin by evaluating your strengths. Which topics and question types did you perform best in? On the flip side, take note of any patterns in your mistakes, as well as the types of questions that you found challenging. Did you struggle with…

You could tally up the frequency of each mistake to identify recurring patterns. This analysis will help you pinpoint specific topics or skills that require more attention.

Talk to your teachers

Have a chat with your teachers to discuss your mock exam results and clear up any uncertainties you may have regarding your paper. Teachers often dedicate a lesson to reviewing common challenges faced by students in the mock exams. Your teachers will have valuable insights into the exam content and marking criteria, so take full advantage of this opportunity by asking lots of questions. You could ask them to walk you through the marking process and provide feedback on specific sections where you may need clarification.

Teacher reviewing mock exam paper with student one-to-one.

If you’re particularly concerned about your mock exam results or hesitant to ask specific questions about your paper in front of your class, ask your teacher if they would be willing to set aside some time to talk to you privately. You could arrange to meet them after the lesson, during break, at lunchtime, or before or after school. They may be able to offer you personalised guidance on how to improve your performance moving forward. Organising one-on-one discussions with your teachers might initially seem daunting, but it’s important to remember that they are there to support you!

Create an action plan

Based on your analysis of your mock exam papers, as well as teacher feedback, create an action plan to address areas of improvement, refine your exam technique, and position yourself for success in the real exams.

Set specific goals

Establish clear and achievable goals based on identified areas of weakness. This could be mastering a specific concept, improving your problem-solving skills, or perfecting your exam technique.

Prioritise weak areas

Ensure your revision is targeted and efficient by prioritising subjects or topics that posed the greatest challenge during your mock exams. While it may be tempting to focus on the easiest topics and leave the weaker areas until the end of your revision, it’s important to tackle challenges earlier on. This will give you time to address any gaps in your understanding and seek advice from your teachers.

Diversify revision methods

If your performance in your mock exams suffered because you lacked a solid grasp of the content, it might be time to switch up your revision strategy.

Teenage boy completing homework assignment on his laptop.

There are lots of different revision techniques available, including flashcards, mind maps, blurting, teaching others, and mnemonics. Experiment and figure out which ones work best for you! Using a combination of several techniques will keep your study routine engaging and likely give you the best results. Ensure you use active revision strategies rather than passive re-reading or highlighting.

You can find summary notes, flashcards, mind maps, and other revision materials for a range of GCSE and A Level subjects on Physics & Maths Tutor.

Create a revision timetable

If you struggled to cover all the content before your mock exams, consider creating a revision timetable in preparation for the actual exams. A well-organised revision timetable provides structure, ensuring you have sufficient time to cover all the necessary topics. For guidance on creating the perfect revision timetable, check out our article on How to make a revision timetable you’ll actually use!

Practise past papers

If you faced difficulties while answering applied knowledge questions in your mock exams or found it hard to identify the demands of different question types such as ‘state’, ‘explain’, and ‘evaluate’, then practising exam questions from previous years can be very helpful in refining your exam technique. You’ll become more familiar with the exam format and structure, and start noticing patterns in the types of questions that appear frequently.

Physics & Maths Tutor provides exam questions conveniently organised by topic, as well as a library of past exam papers and mark schemes! If you find yourself struggling with a specific question, the platform also offers helpful model answers and video solutions to aid your understanding.

Make use of mark schemes and examiner’s reports from previous years to better understand how examiners award marks and gain insights into common student pitfalls.

Reflect and adapt

Regularly reflecting on your revision methods and progress is crucial for continuous improvement. If something isn’t working, be open to adapting your approach and don’t be afraid to seek support and guidance from peers and teachers.

Tuition session with male tutor and female student.

Get some extra support

If your mock results haven’t met your expectations and you’re struggling with revision, consider getting extra support. You could attend an after school study club, ask your teacher for additional learning materials, or enlist the help of an online tutor who can address specific challenges you may be facing.


Reflecting on your mock exam results is a crucial step towards academic success. Approach the process with a positive mindset and a commitment to improvement. By analysing your performance, identifying strengths and weaknesses, and implementing a targeted action plan, you pave the way for success in your final exams.

If you are applying to university and concerned that your mock exams have negatively impacted your predicted grades, read our article on What to do if you get no university offers.

Enlisting the help of a tutor is a practical step taken by many parents to support their child’s academic journey. Whether the goal is to provide additional support with schoolwork or to fine-tune their exam technique, finding the perfect tutor requires careful consideration. This article will discuss the key factors to consider when selecting a tutor for your child, how to effectively communicate your needs to a tutor, and how to make the most of your child’s first lesson.


Why should I get a tutor for my child?

There are several reasons to consider hiring a tutor for your child. Tutors can identify and fill knowledge gaps, offer targeted assistance in learning content, and help refine exam technique.

As parents, understanding your child’s specific needs is crucial in determining whether a tutor would be beneficial for their academic progress.

How many tutoring sessions does my child need?

The ideal number of sessions and their frequency will vary depending on your child’s individual needs and goals:

Communication with a tutor will help determine the appropriate duration and frequency of sessions.

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Parent searching for a tutor with her teenage son.

Should I get online or face-to-face tuition?

The decision between online and face-to-face tuition depends on what you think will work best for you and your child. Both options have advantages and disadvantages.

Online tuition allows you to pick from the best tutors, regardless of their location. You will have far more flexibility with booking slots, and rates are competitive. Building a rapport with a tutor can be more challenging through a screen. However, many believe that the technology available for online learning makes it more engaging and interactive. Tutors can easily utilise a wide range of teaching resources with online tools, including collaborative whiteboards.

Face-to-face tutoring can provide a more personal touch and you’ll be able to converse with your child’s tutor in person. However, your options will be limited to local tutors who may not fulfil your child’s specific requirements or be available when you need them. Face-to-face tutoring can be costlier than online tutoring and may also require additional payment for travel expenses.

How much should I pay for a private tutor?

Private tutors set their own hourly rates. The cost can vary significantly depending on a variety of different factors, including their qualifications, experience, and demand. You should have an hourly budget in mind and explore different tuition platforms to get a rough idea of the type of tutor you can expect to find within your budget.

University students often provide more affordable options. On our tuition platform, they typically charge £20 or more per hour. Keep in mind that students at top universities or those studying competitive degrees like medicine may charge more. If you prefer to work with an experienced professional tutor or qualified teacher, expect to pay upwards of £40 per hour. Tutors with years of teaching experience, or who have worked as examiners, are likely to charge more.

View of laptop during online tutoring session.

Where can I find a tutor?

There are several avenues to explore when looking for a tutor. Tuition platforms are where the majority of parents look to find tutors. These platforms offer a wide selection of tutors to choose from, and you won’t be restricted to those available in your local area. This means you can pick from the best tutors around the country, which is especially beneficial if you live in an isolated or rural area. Additionally, the rates are more competitive. We personally interview and hand-select all the tutors on our tuition platform to ensure we provide high-quality tuition. We also verify ID and all the qualifications shown on a tutor’s profile.

Platforms like Nextdoor and local Facebook groups can be a valuable means to find tutors, especially if you’re looking for face-to-face tuition. Don’t forget the power of word-of-mouth; ask around in your community. If you choose to find tutors this way, try to conduct some background research about potential tutors to ensure they are who they say they are.

How do I know if a tutor is a perfect fit for my child?

With hundreds of profiles to choose from, it can be difficult to work out who looks like an ideal fit for your child. As well as considering your budget, you can ask yourself some questions to help narrow down your search. Does your child need someone closer to their age for inspiration, such as a university student or recent graduate? Or do they require a qualified teacher or examiner for more structured guidance? Does your child require assistance with specific learning difficulties? Is scheduling flexibility important for your family?

It’s crucial to involve your child in the selection process, especially if they are not entirely on board with getting a tutor.

Face-to-face tuition session.

What should I look for in a tutoring profile?

Reviewing a tutor’s profile is essential, but there can be a lot of information to process. Here are some important things to keep an eye out for:

Should I message a tutor before booking a session?

Absolutely! You should message a few tutors before committing to a lesson, especially if you have a shortlist you need to narrow down. Communicate with the tutor to discuss your child’s specific requirements, expectations from tutoring, and any questions you may have. The information they provide and the way they respond to you can help you decide whether you would like to proceed with them or not.

Information you may wish to provide:

Young girl studying with her online tutor after school.

Should I book a trial lesson with a tutor?

Yes, booking a lesson is the best way to see if your child clicks with a tutor and if they feel they will benefit from sessions. Keep in mind that it often takes a few sessions before you can really tell if a tutor is the best fit.

Remember, you are under no obligation to book another session with a tutor. If your child really didn’t click in the first session, then you can continue your search. You can even have sessions with a few different tutors before committing to one.

How should I prepare for my first session with a tutor?

Providing your tutor with more information ahead of the first session can make the session more targeted. If you don’t provide much information, your tutor will use the first session to identify your child’s strengths and weaknesses and come up with a proposal for further sessions.


This article has provided you with the necessary knowledge to navigate the process of finding a tutor. By understanding your child’s specific needs, considering various factors such as budget and learning preferences, and actively involving your child in the selection process, you can ensure a positive and productive tutoring experience. Remember, the key is to find a tutor who not only imparts academic knowledge but also inspires and motivates your child on their educational path.

Retrieval practice is an important part of the cognitive science of learning. It involves using strategies to allow core knowledge to be transferred from working memory to long-term memory, enabling easy access through recall and application.

When planning lessons, providing pupils with the opportunity to retrieve and apply knowledge – both regular and low-stakes – is essential. Why low-stakes? Through a range of formative assessment strategies, pupils are given the opportunity to make mistakes and receive feedback, without impacting their outcomes in summative assessments. This article is a quick overview of the strategies I use on a weekly and even daily basis.


1. Do Now retrieval task

Every lesson starts with a Do Now retrieval task. Pupils complete this independently and in silence. These tasks are rich in variety, drawing inspiration from Kate Jones’ education book series on retrieval practice.

While pupils are completing these, I circulate the room to check for any common errors. I then decide whether to address these errors through a reteach or not.

Geography teacher monitoring pupils completing a Do Now retrieval task.

2. Monitoring pupil progress in lessons

During lessons, it is important to check the knowledge and understanding of pupils. I use A-D, True/False cards and mini-whiteboards at different stages throughout each lesson.

For example, I have just taught a lesson on the geology of the UK. This is fairly content-heavy with key terms and facts. Before moving on to the influence of glaciation and climate, I need to assess progress so far. I ask a series of quick questions, counting ‘3-2-1 Show Me’ so all pupils present their answers at the same time. At this stage, I can check for any common misconceptions and correct or reteach if necessary. I am looking for a high success rate with a high means of participation.

3. Exam questions

Once a week, GCSE pupils are given an exam question, which they complete as an exit ticket – a focus has been on fulfilling the success criteria of “Explain” three-mark exam-style questions. Pupils complete this as a closed-book activity based on prior knowledge. These are then marked and pupils are given whole class feedback.

4. Cornell note-taking

At GCSE, pupils are also encouraged to use the Cornell method of note-taking, and I model this method when constructing my own notes under the visualiser. The most important part is the summary section at the bottom of the page. Every 2-3 weeks, pupils produce a bullet point list or succinct sentences on their prior learning.

This aims to close the knowledge gap and ensure work in exercise books is being revisited and used effectively, reducing the likelihood of forgetting, as displayed on Ebbinghaus’ Forgetting Curve.

Two female student working in pairs to complete a retrieval task.

5. Tarsia puzzles

In recent revision sessions, I have used Tarsia matching activities, where the pieces fit together to ultimately form a shape with only one solution. This strategy works best when pupils are working in pairs. Students articulate their reasoning by justifying which piece goes where and why. Pupils have a sense of achievement when they have completed the puzzle and can make a note of the key terms they found more challenging.

6. Self-quizzing

A final strategy is developing pupils’ ability to self-quiz. Pupils use their notes or knowledge organisers to create a series of retrieval questions. They then attempt to answer these questions without looking back at their notes. Pupils then check their answers, making corrections and adding to them to ensure they are fully accurate.


In summary, by using purposeful retrieval practices such as Do Now tasks and self-quizzing, you can create engaging lessons that boost understanding and help students retain knowledge effectively.

Are you teaching in a school and contemplating a shift from the traditional classroom setting to the world of tutoring? Whether it’s a desire for a change of pace or more personalised learning, transitioning to full-time tutoring can be a fulfilling journey. In this article, we’ll explore the pros and cons of tutoring, compare online and face-to-face approaches, discuss how to find students, and provide valuable tips for a successful switch.


Pros and cons of tutoring

Why should you become a private tutor?

Tutoring 1-2-1 allows you to provide targeted support for each student. Instead of the one-size-fits-all approach to classroom teaching, you can tailor the content of sessions to the student in front of you. You will witness faster student progress and experience that feel-good teaching moment more frequently, which is highly rewarding. You’ll also build a stronger rapport with your students than is possible in a large group setting and won’t have to deal with the challenges of classroom management.

Being a full-time tutor means being your own boss. You can enjoy the freedom of setting your own schedule and bid farewell to navigating school politics.

Furthermore, your expertise is valued in the tutoring world, allowing you to command a higher hourly rate. Depending on your current pay scale, you can earn more being a private tutor than teaching in a school while working fewer hours.

Online tuition session.

What are the disadvantages of being a private tutor?

Unfortunately, there are negatives to tutoring which shouldn’t be overlooked. If you intend to tutor a high number of hours each week you need to be prepared for a shift to anti-social working hours as the most demand for tutoring is after school and on weekends.

Another important thing to note is that your income won’t be consistent all year round, it will vary with the fluctuations in student demand throughout the year. During busy times like exam season, you may need to work more hours to compensate for quieter periods, such as the summer months. It’s therefore essential to be good at money management; you’ll need to save money during the busy periods for use during the quieter ones.

If you stop working at a school, you will no longer be paid through PAYE and will be classed as self-employed. You will have to handle additional administrative tasks like filling out annual tax returns. You will also need to organise a private pension for yourself. It’s essential to keep in mind that by leaving your job, you will no longer be entitled to the benefits of being employed, such as paid holidays, sick pay, and paid maternity/paternity leave.

Classroom teacher to full-time tutor: Testimonial

My experience of teaching in a secondary school was overwhelmingly positive, but there were aspects of my job which were less enjoyable and rewarding; I am sure any teacher reading would not struggle to list a fair few of these themselves.

Making a move to full-time tutoring is daunting, and is not without its own unique set of challenges. It is not a decision I took lightly or rushed – an income which can wildly fluctuate with the seasons, and no pension is not everyone’s cup of tea. Since becoming a full-time tutor some years ago, there has been a fundamental change in the structure of my working day, with busy evenings and weekends (and school holiday periods), and no staffroom camaraderie or daily contact with departmental colleagues; self-discipline and organisation are essential without the coordination of an educational institution. As full-time tutors we may also find ourselves under significant pressure due to the expectations of both tutee and parents, who have invested both time and money in order for the student to achieve the grades they require for further education or employment.

Nevertheless, in my current position as a full-time tutor, I get to work with wonderful, engaged students from all around the world, and I’m able to comfortably tailor my teaching according to each individual student’s needs during lessons. Through more personalised teaching, I have found that content can be taught to a greater depth, while errors and misconceptions that students hold are more efficiently unearthed and resolved than they are in a busy classroom. This immediacy is one of the many facets of tutoring which is motivating and rewarding to both student and tutor, and which, in turn, affirms the choice I made years ago to leave teaching in a school behind me.

I am also able to choose the hours I work, a portion of which is regularly dedicated to my own professional development: reading up on pedagogy, keeping on top of various syllabus changes and exam board guidance, and ensuring subject knowledge is as thorough as possible. The onus is on us as tutors to provide the best possible teaching for each student and the best possible service to their parents, who have entrusted us with this responsibility.

If one does decide to go down the full-time tutoring route, I would advise regular communication with parents, and honesty about the importance of independent study and the reality of predicted grades and exams. Communication is key.

Pete M.

Online vs face-to-face tutoring

Face-to-face tutoring used to be the norm, but since Covid, there has been a rapid increase in demand for online tuition. Parents and students prefer online tuition for various reasons, including being able to pick from a wider pool of high-quality tutors, competitive hourly rates, and scheduling flexibility. Many tutors also prefer online tuition; they don’t have to travel, saving commuting costs, and can tutor more sessions each day.

Tuition session with male tutor and female student.

What are the benefits of being an online tutor?

Online tuition offers numerous benefits, such as the ability to reach a broader student base. This is particularly advantageous if you live in a more remote or rural location.

Many believe that the technology available for online learning makes it more engaging and interactive. Tutors can easily utilise a wide range of teaching resources with online tools, including multimedia presentations and collaborative whiteboards.

However there are some drawbacks to online tuition. Building a rapport with a student can be more challenging through a screen. You will also need to invest in equipment like a computer, tablet, and headphones/microphone, and work out an online set-up.

What are the benefits of being a face-to-face tutor?

In contrast to online tutoring, face-to-face tutoring offers the advantage of building a quicker rapport through in-person interaction. Additionally, it is easier to converse with your students’ parents. You can share specific feedback about their child’s progress, highlighting areas of improvement and celebrating achievements. You can also offer suggestions on how parents can support their child’s learning. This direct communication allows for an improved understanding of the student’s needs and creates a supportive partnership between you, the student, and their parents.

Yet, face-to-face tutoring comes with its own challenges, mainly transport costs and the time spent travelling between students. Moreover, depending on where you live, your hourly rate could be limited by the local market.

How much should you charge for private tuition?

When you are just starting out as a tutor, it can be challenging to determine how much to charge on an hourly basis. In fact, many teachers tend to initially undervalue themselves. On our tuition platform, qualified teachers charge £40 per hour upwards. If you have years of classroom teaching experience, additional skills such as experience working with students with Special Educational Needs and Disabilities (SEND) or experience as an examiner, you can charge far more than this.

A good way to determine your tutoring rate is by researching what other teachers with similar qualifications and experience are charging. Then, set an hourly rate you’re comfortable with and see how it goes. If you receive a lot of inquiries and students, then it means your rate is competitive or slightly low. However, if you don’t receive many inquiries or students, it may indicate that your rate is too high and you should consider lowering it.

Online tutor talking and wearing headphones and a microphone.

How to find students

Finding students is the biggest hurdle for tutors, especially when starting out. However, over time, as you establish your reputation and client base, this will become easier.

There are various ways to ‘get yourself out there’ and increase your visibility. When first starting out, it is advisable to experiment with different techniques to determine what works best for you. By strategically combining the following approaches, you can establish a robust foundation for attracting students and steadily grow your tutoring business.

Join a tuition platform

Consider joining a tuition platform to get immediate access to a large pool of potential students. These platforms generally offer online tools so you don’t have to worry about organising your own online setup. For example, our tuition platform provides an online whiteboard, LessonSpace, for virtual lessons and specially designed classrooms to help you stay organised and share resources with ease.

What are the benefits of joining an online tuition platform?

If you offer online tuition, being on a platform can be highly beneficial as you can set your hourly rate based on your experience rather than local market trends.

Another major advantage of using a platform is that it takes care of scheduling, booking and payments. This makes it easier to keep on top of scheduling and means you won’t have to chase parents for payment or risk a parent not paying. Our tutors are guaranteed payment and benefit from a reliable 48-hour cancellation policy.

However, it’s essential to understand the drawbacks of joining a tuition platform, such as competing with a wide range of tutors. Crafting an impressive profile will help you stand out amongst the competition. Additionally, you must be mindful of tuition platform fees, as some charge exorbitant commissions. Before you choose a platform, do thorough research to ensure you know what your take-home pay will be. Our platform boasts one of the lowest commission rates, at only 18%.

View of laptop during online tutoring session.

Advertise Locally

Use local platforms like Nextdoor and Facebook groups to promote your tutoring services, especially if you offer face-to-face sessions. These platforms can be effective channels for reaching potential students in your community.

Word-of-mouth

Mention to friends and family that you’re starting to tutor. They may want you to tutor their child or have friends looking for tutors – the school gates are where many tutor recommendations take place!

If you’re thinking of offering private tuition alongside teaching, ensure you check your school’s policy about tutoring students; some don’t allow you to tutor students at your own school.

Tips for making the switch between classroom teaching and online tutoring

If you’re keen to make the switch to being a private tutor, you should consider making a gradual transition and avoid an abrupt career change. Start tutoring part-time with a few hours per week alongside your classroom teaching to build up your reputation and student base. As time progresses, you could cut down to part-time at school and then, if your finances are looking good, make the full switch to tutoring.

Classroom teacher to full-time tutor: Testimonial

In 2016, an opportunity arose in my college for voluntary redundancy due to a restructuring. I’d reached the end of a series of big projects, and my mental health had been suffering, so it seemed a good time to make a change.

I had a transition job for two years, teaching part-time online to students who couldn’t access the in-person classroom while I tried tutoring to see if it would be a viable alternative for me. In the first year, I had five students, nearly all from the college I’d just left, who would pop around in their free lessons. By the time my contract ended for the part-time teaching, I was up to double and confident that tutoring could work as a full-time job. When schools were closed and exams were cancelled during Covid, I had 16 students, which was the limit I had set for myself. When exams started up again, and students realised their teacher grades may determine more than just their predictions, work picked up quickly and shifted to entirely online.

This change has suited me so well. We’ve packed up and moved to the countryside – something I would never have been able to do with in-person teaching. The demand is huge. I’ve had to hide my tutoring profile to stop myself from taking on more work.

For me, the shift to tutoring is about lifestyle more than money. I work fewer hours by choice. To make up for the summer drop, I do exam marking. I manage a decent salary while still having time to do the things I never had the energy for while teaching. I still get all the things I loved from the classroom – building student confidence, thinking creatively, and getting excited about my subject – but without any of the external grinds – no meetings, paperwork and stress.

In the last year, all of my students have been from either personal recommendations from previous tutees or from PMT Education. The PMT tuition platform has made it much easier than any other method to communicate, teach, and get paid, and it’s the only platform I’ll be using from here on in.

Teresa B.


Transitioning from a classroom teacher to a full-time tutor involves the careful consideration of a number of different factors. With the right approach and strategic planning, you can embark on a rewarding journey, enjoying the benefits of personalised teaching and the potential for a strong income. Remember, a gradual transition and informed decision-making are key to a successful shift into the world of tutoring!

If you’re interested in exploring tutoring as an option, you can read about our tuition platform and how it works.