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Original poster

Need a breakthrough for GCSE English

31 replies

Echobelly · 15/08/2026 18:17

Sorry, I feel like a broken record. DS, inattentive ADHD diagnosis, is starting Y11 in September. He has not been able to sit any English tests in the last year, completely freezes. He can read to an age-appropriate level - Phillip Pullman, Douglas Adams etc - and quite likes to. But he does not get comprehension at all, the idea of unpacking a quote and writing several things about it, what 'feeling' a text is supposed to inspire (he just says 'I don't see any tension/wonder/joy, there isn't anything showing that'), and he can't start writing any stories/non fiction, although he has some creative ideas in his head for settings.

I've had a tutor for him since after summer half term and I know that's not long, but after watching back some of the sessions, it doesn't feel like the tutor is reaching him, like he's not able to do any more than I can, which is draw ideas out of DS at a glacial pace by giving him a lot of hints. And DS needs to be to access ideas quickly and get them on paper.

Has anyone come across any technique, youtube channel, tutoring method or anything that can help him break the barrier? He does OK in class and he's a bright kid if not mature for his age and I'm getting a bit desperate for solutions.

OP posts:
TeenToTwenties · 15/08/2026 19:19

With DD1 who also struggled with inference we had some success with this strategy.

Read the text.
What is your instant reaction to the tone - scared, happy, excited ...
What words made you feel that? (Alternatively, which words if altered would change the tone?)

Some people have a pre prepared story that they alter to fit the brief. That may help maybe?

(DD2 eventually did Functional Skills, much more straightforward).

MMBaranova · 15/08/2026 19:12

At this level you need to be able to do, or appear to do, what the examiners are looking for. @lanthanum is right about “formula” approaches. There can of course be different ones to deploy in different situations. Having some mental checklists to work through are what a tutor might be able to help with, or it might be something you can support.

Understanding generic rather than specific mark schemes can help the scales fall away.

lanthanum · 15/08/2026 19:03

Most schools keep classes with the same teacher for year 10 and 11, so I think a change is relatively unlikely. I guess it might be worth asking whether there is a teacher who is experienced with helping someone who has his particular difficulties, and whether a change might be possible if so - but of course there may not be a space in their class.

It might be worth trying a different tutor. DD had a tutor who was better at giving her more of a "formula" for answering the questions. I don't think her school English teacher understood that those of a more scientific bent need a list of what to do/look for. DD completely froze in her year 10 exam, and the teacher thought it was just "exam nerves", even when DD pointed out that she had had no problem with any other subject.

Bluepower · 15/08/2026 19:00

It's not comprehension that's his issue really. From what you describe, it's inference, as in reading between the lines.

For literature, some of these can be learned and used in an essay without having to come up with them on the spot, as the vast majority of the texts are studied first and in depth.

For language, the extracts will be unseen and that's where it's trickier. He needs to be reading more widely than the books you mention to become familiar with the types of things he'll come across (including non fiction and from over time) and practising (maybe through discussing, not necessarily writing) alternative interpretations for these analytical questions.

It's also worth considering that there will be simple recall questions, as well as forming an opinion, so it's not all resting on this one skill. The other half of the paper is writing, so again, typical responses can be drafted and edited in preparation and this section might really pull the total up if he focuses on the skills he could improve more easily such as accuracy in punctuation, for example.

Original poster
Echobelly · 15/08/2026 18:50

I'm wondering about asking school about Functional Skills - for example, are they likely to have put him in for it if he can't sit English Lit or Language by his December mocks, for example? It does feel like the best solution in some ways. In his end of Year 10 exams he got a 4 in history and 6 in psychology, which shows he can write answers for some subjects at least.

It doesn't help he's a had a really unsupportive, quite harsh English teacher this year and could get him again - if he got one of the ones he likes (and I am praying for he gets the one he had early in school who was one of his favourite teachers ever) as that could also be a game-changer.

OP posts:
Howyoudoings · 15/08/2026 18:31

Not what you asked but my son is dyslexic and struggled with GCSE English . Could your son possibly look in to functioning skills level 2 . It’s still classed as a pass for collage / A levels etc. and my son found it a lot easier.