Thomas Reilly

I teach A-level biology, and every lesson ends with a past paper question. Not a whole paper. One question, chosen to match the topic we have just covered. We read the command word first, then the mark scheme, then we write an answer that would earn the marks. Students often know the biology and lose marks on the wording. That gap is what we work on.

Lessons start with a quick recall check on the previous topic, because biology rewards revisiting. I draw diagrams on the screen and ask students to redraw them from memory, then we compare. We talk through required practicals and the kind of questions that follow them, especially the ones that ask you to explain a result rather than describe it. Parents get a progress report that names the topics we have secured and the ones still on the list. I keep the language plain. You should not need a glossary to read it.

Half term is a useful checkpoint. We can look at the papers so far and decide what to revisit before the next set of tests. My aim is simple: fewer surprises when the question paper is opened. Ask about exam boards when you book, and bring a recent paper if you have one.