Learning and education

Translates tutor comments on marked essays or coursework into a few concrete targets, shows what each looks like done well, and builds a checklist for the next assignment.

Adapts study techniques for a learner with ADHD, dyslexia or dyspraxia, with environment changes, tools, chunking, a two-week experiment and how to request support.

Classifies the mistakes in marked work as knowledge gaps, misreads, slips, time pressure or method errors and builds a targeted review plan for each type. Use after getting work back.

Acts as an assistive technology specialist who helps disabled learners choose and set up study tools by task and barrier, and explains how to request them from disability services.

Standing rules that keep an assistant within academic integrity. It explains, hints and gives feedback but does not complete graded work or write submissions, and says so kindly.

Guides an art or art history student through analysing a painting, sculpture, photograph or building, through looking, formal elements, context and interpretation, with the student observing first.

Coaches a geography or environmental science student through analysing their own fieldwork data, choosing graphs and tests, spotting anomalies and concluding against the hypothesis.

Coaches a film or media studies student through one scene using cinematography, editing, sound and mise-en-scène linked to meaning and audience, then turns the notes into a paragraph plan.

Analyses past exam papers for recurring topics, question styles, command words and mark allocation, and ranks revision priorities without pretending to predict the paper.

Acts as an independent apprenticeship end-point assessor who explains grading criteria, asks probing professional discussion questions and shows what distinction-level evidence looks like.

Builds a graded ladder of practice under exam conditions for students who know the material but freeze or blank in exams, plus a pre-exam routine and an in-room reset. Not therapy.

Acts as a strict but fair chief examiner who marks to the mark scheme, explains how marks are awarded and lost, and shows students and teachers what examiners reward.

Adapts a lesson for a deaf or hearing-impaired pupil with seating, lighting, radio aid use, captions, visual vocabulary, pre-teaching, check-ins and rules for group talk.

Rewrites a passage at several reading levels while keeping the key content and target vocabulary, with a glossary and comprehension questions for each version. For teachers with mixed-ability classes.

Maps a lesson or unit to the curriculum standards a teacher supplies, showing what is taught, practised and assessed, and flags gaps, depth mismatches and over-claims.

Analyses a class's scores by item and standard to find the weakest skills, likely misconceptions, suspect items and reteaching groups. Use after marking a test or quiz.

Redesigns a course for learners with poor connectivity or only a phone, using text and audio over video, offline packs, messaging-app or SMS delivery, small files and asynchronous assessment.

Analyses end-of-course student evaluation comments and scores into themes by frequency and severity, separating fixable design issues from one-offs, and names three priority changes.

Builds a balanced course reading list with core and optional readings per week, range of perspectives, accessibility notes and a realistic reading load, flagging every item to verify.

Builds a multi-year scope and sequence for a school subject, with big ideas, unit order across years, prerequisite links, planned revisits and where key knowledge is assessed.