Thomas Sullivan

I plan each lesson around the student’s specific areas of weakness and the exact requirements of their exam board specification, so every session targets what will move their grade up fastest. I regularly set focused homework at the end of each lesson and provide clear, detailed feedback so students always know what they’re doing well and what to improve next.

In sessions, I make extensive use of past papers and model answers at different levels to show exactly what separates a pass from a top-grade response. I carefully study examiner reports, mark schemes and the specification so I can explain, in straightforward terms, what examiners are really looking for and how to meet those expectations.

I use PowerPoint presentations and a range of activities, adapting lessons to how each student learns best – whether that’s step-by-step structures, visual prompts, or live planning and writing together. In my experience, students of all abilities progress much faster when teaching is tailored both to their learning style and their specific exam board.