I Sat GCSE English Language Paper 2 - Here's What I learned

The Beast of the English Exams

This morning, I sat GCSE English Language Paper 2. For those of you with children who’ve been through GCSE, this is the monster in the closet, the roller-coaster that goes upside down and inside out, the mountain with an endless glacier to cross. In English terms, this is Everest.

Writing the GCSE English Language Paper 2

What It’s Really Like to Sit GCSE English Paper 2

So, this morning, 6am, I sat down at my desk, silenced notifications on my phone, brought up a big countdown timer and picked up the paper: the same one that over half a million students sat yesterday.

And I began.

I read the texts and found them interesting. They were both about wildlife and nature, and I became immersed in the life of a peregrine falcon. Did you know they nest in London? There are multiple breeding pairs living their lives on the concrete cliffs provided by skyscrapers. I immediately wanted to board a train and go see these for myself — but instead, resolutely, I read on.

As I read, I highlighted things that I found interesting – the similes these texts always contain that are as glaringly obvious as a slap to the face, the verb choices, the adjectives, the imagery. I looked for where the writer had crafted their viewpoint, as this, I knew, I would have to comment on.

My English Tuition Methods Are Working

I found reassurance.  My approach to English tuition for teenagers is right. The focus on practising and exploring, on looking for links in imagery and semantic field, on interpreting methods and commenting on what these suggest — meant I had a myriad of things to comment on.  And so did my students yesterday.  I felt increasingly confident for them as I answered the questions.  We’d practiced this – and this – and this. 

There was nothing here they didn’t know and nothing they couldn’t do.  It was all there, in the extracts, spread out before me like a wondrous buffet of methods to choose from.

My students wouldn’t have struggled but I know that others out there will have done.

Why Students Struggle with English Language Exams

1. Many don’t read deeply enough

Many students struggle because they haven’t yet learnt to read well enough. They can’t always access the texts and, as such, they don’t see the richness of the English language.

Because of this, one of the single most powerful things parents can do to help their children improve English reading and writing skills is to read with them, read to them, listen to audiobooks together… Get them interested in stories.

2. They need more words

English exam students also need vocabulary. Again, parents can be instrumental here by giving their children word lists, playing word games, using a rich vocabulary in conversation and encouraging their child to do the same. These small, daily interactions are key to long-term success in GCSE English.

3. The Power of Practice: Why Routine Beats Panic

The final reason students find this paper so difficult is that they haven’t practised enough.

It’s like your morning routine when you leave the house: you lock the door, juggle your bag, coffee, maybe toast, and your keys. You get in the car, drive off, and arrive at work already planning your day. It’s smooth, familiar, a well-oiled routine. (Okay, if you have mornings like that with a teenager at home, I applaud you.)

Now compare it with this:

You’ve started a new job and recently moved house. Oh, and now you're getting the train to work.

You lock the door but the key jams. You spill your coffee trying to free it. At the station, your payment card flashes red. The person behind you sighs. Red light. Red light. Finally, the gate opens and you check the board, one train in 3 minutes, one in 5. Which is yours? You pick the first one that arrives, hoping for the best.

The train is packed with strange delights. A girl is doing her makeup using her phone as a mirror, and whilst the carriage jolts, her eyeliner flick is perfect.  It’s incredible. There’s a slobbery dog opposite and its owner appears to be feeding it an entire chicken. Feathers and all. Someone is playing a banjo. The novelty soaks up your attention like a teenager basking in applause for getting up before noon.

The unfamiliarity means you get off a stop early and end up walking 20 minutes, arriving to work late, flustered and unprepared for the day.

Students Who Don’t Practise Are Getting the Train

These students know where they need to get to, and they may know the steps to take to get there. They just haven’t taken the journey enough for it to be habitual.

In GCSE English Language Paper 2, much like on a morning commute, there just isn’t much time. So skills need to be slick and well-rehearsed, the structures need to be in place, the thinking needs to be habitual.

With practice, it doesn’t matter what’s in the paper. Students will know what to do, no matter what they are facing.

The Academy Allows Students to Rehearse and Revise GCSE Skills

This is what the Much Ado Academy does.  The curriculum is devised around mastery to allow students to become experts.  Students rehearse and revise their exam skills, building not only their ability to use these skills but also their knowledge and confidence when applying them.  The longer a student is in the Academy, the more prepared they become.

I want my students to feel confident before they sit their exams. Confident enough to know what to do to get the grade they are aiming for. And when results day comes round, they can be quietly pleased that their efforts paid off.

So, How Did I Do?

I set an hour and 45-minute timer for my GCSE English Language Paper 2 exam experience.  I completed the paper with 15 minutes to read back through and check my answers.

My result? Grade 9.

I’m happy with that.

Final Thoughts: Preparing for GCSE English Shouldn’t Be a Mystery

If you’re wondering how to help your child prepare for GCSE English, especially if your child feels unsure or overwhelmed, remember this:

They don’t need to fear the exam. They need to practise it until it feels like second nature. That’s what I do inside the Academy. That’s how we build confidence, not just answers.

Want your child to feel this confident?

I created the Much Ado Academy to help students approach English exams with calm, confidence, and clarity, because practice works.

If your child needs: - a clearer structure - a better routine - or just the space to build skills in a low-pressure environment

…message me. I’d love to help them feel secure and confident in their ability to succeed.