Oliver’s Year 12 chemistry session on Module 8 was an excellent example of how past paper questions can be used as a teaching tool rather than simply an assessment exercise. Rather than having the student work through questions independently before marking them at the end, Oliver used each question as an opportunity to unpack the underlying concepts and demonstrate the reasoning required to arrive at the correct answer. This ensured the student was developing problem-solving skills instead of relying on memorised responses.

Throughout the lesson, Oliver made effective use of the whiteboard to support his explanations. As the student worked through unfamiliar questions, he drew diagrams, sketched reaction pathways and highlighted key features that helped connect the written question to the chemistry behind it. These visual explanations broke down more challenging ideas into manageable steps and gave the student a clearer framework for approaching similar questions in future. The whiteboard also made it easier for the student to ask questions, as both tutor and student could refer to the same visual representation while discussing the problem.

Another strength of the session was Oliver’s ability to explain complex ideas in a clear and concise manner. His explanations were detailed enough to build understanding without becoming overwhelming, allowing the student to remain engaged throughout the lesson. Rather than simply providing answers, he guided the student through the thinking process, asking targeted questions that encouraged them to justify their reasoning and identify where their understanding could be strengthened. This created an interactive learning environment where the student remained actively involved from beginning to end.

By centring the lesson around past paper practice, Oliver also helped the student become more familiar with the style of questions they will encounter in assessments. He regularly linked each question back to the broader principles being tested, helping the student recognise recurring patterns and develop confidence when approaching unfamiliar problems. Overall, the session demonstrated a balanced tutoring approach that combined clear explanations, effective questioning and purposeful visual teaching, equipping the student with both stronger subject knowledge and improved exam technique.

Freddie Le Vay