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Start with the qualification name, exam board and subject. Add the tier where relevant, the texts or topics being studied, and the next school assessment. This helps a tutor prepare the right material rather than assume that every Year 11 pupil is following the same course.

The examples below illustrate GCSE skills. They are most useful when selected against the learner’s own specification, the document that sets out what their course covers.

A pupil may know how to take 15% off a price but still struggle to recover the original amount. Original-value percentage problems are included in AQA GCSE Mathematics 8300; check the learner’s course when selecting practice.

Illustrative question: A jacket costs £68 after a 15% reduction. What was its original price?

Adding 15% to £68 gives £78.20, but that uses the reduced price as the starting amount. The discount was taken from the original price. After the reduction, £68 represents 85% of that original amount.

Write 0.85 × original price = £68, then divide: £68 ÷ 0.85 = £80. Check forwards: 15% of £80 is £12, and £80 − £12 = £68.

A useful follow-up is: “A different jacket costs £51 after the same reduction. Find the original price.” The answer is £60 because £51 ÷ 0.85 = £60. The sign of understanding is being able to explain why the division uses 0.85, including when a question changes the context or asks for a different unknown.

For AQA GCSE English Language 8700, analysing how language creates effects is different from simply naming a technique. Consider this invented sentence:

“Rain hammered the windows as Leila waited alone.”

“The writer uses a verb to make the reader want to read on” names a feature but does not explain this sentence. A more precise response is: “The verb ‘hammered’ makes the rain sound forceful and persistent. Alongside Leila waiting alone, it can make the room feel exposed rather than comforting.” The interpretation follows from the quoted word and its context; it is not a guaranteed-mark answer.

Now change “hammered” to “tapped”. A possible comparison is: “Tapped suggests a lighter, quieter sound, so the rain feels less threatening.” The learner should explain the changed effect in their own words, rather than memorise a paragraph to use on any extract.

If the difficulty is Literature, bring the named set text and the essay question instead. AQA GCSE English Literature 8702 also asks for a critical response supported by textual references and relevant context. A single invented sentence cannot replace knowledge of the actual play, novel or poems.

AQA GCSE Combined Science: Trilogy 8464 includes calculating reaction rates and investigating how concentration affects them. Here is an illustrative set of results to discuss, rather than an instruction to carry out an experiment at home.

A reaction between marble chips and hydrochloric acid produces gas. Two trials use different acid concentrations. In the first 60 seconds, one collects 30 cm³ of gas and the other collects 45 cm³. The mean rates over that interval are 30 ÷ 60 = 0.50 cm³/s and 45 ÷ 60 = 0.75 cm³/s.

A weak conclusion is “the second reaction makes more gas”. The measurements show that it produces gas faster over the first minute; they do not show the total amount produced once both reactions finish.

To investigate concentration fairly, keep the mass and size of the marble chips, volume of acid and temperature the same, and use the same gas-collection method. Repeats help check whether the pattern is consistent. A higher concentration means more reacting particles in a given volume, making collisions more frequent under those conditions.

A useful follow-up is to ask what measurements would establish the total gas produced. Collecting results until each reaction stops producing gas answers a different question from measuring the first minute. Confirm whether the learner studies Combined Science or separate sciences before choosing the next practical or calculation topic.

Latimer offers online one-to-one tuition. You can compare profiles yourself or make a free tutor-matching request. Each tutor sets their own rate, and lessons are billed after they take place on a pay-as-you-go basis.

Compare the total commitment across the subjects needing help, not just the price of one lesson. Agree the lesson length, frequency, work between sessions and cancellation or rescheduling terms before starting. Begin with a schedule the learner can sustain alongside school; add sessions only when there is a clear job for them.

If the learner has a particular sixth-form or college course in mind, check that provider’s current subject and entry requirements together. Use them to inform priorities, while avoiding a plan built around an assumed universal grade threshold.

Look for progress the learner can describe: starting a problem without a prompt, choosing evidence that answers an essay question, or explaining what a Science result does and does not show. Those are useful review points while preparing for the next stage.

If plans are unsettled, talk through the subjects the learner enjoys and the routes being considered with the school or a careers adviser.