Hi Reader

Ever wondered what actually happens when your teen’s English paper is marked?

As a GCSE English examiner, I wanted to share a few insights that might surprise, and hopefully reassure, you. Because what happens behind the scenes is often very different from what students (and parents) imagine.

1 Examiners are trained to be positive, and to reward, not punish. Our job isn’t to catch students out. It’s to credit what they can do. If your teen hits the top of a mark band — even once — they’ll get the benefit of it. We don’t average marks across a paper. We’re trained to find evidence of skill and reward it. It’s all about crediting achievement, not penalising gaps.

​

2 Creative writing is double marked. This is the most subjective part of the paper, so we take extra care. If two examiners don’t agree on a mark, it goes to a third marker. This ensures fairness and consistency, and helps prevent any one examiner’s personal taste affecting a student’s result.

​

3 Handwriting does matter, if it’s unreadable. Legibility doesn’t directly impact the mark. But if handwriting is genuinely hard to decipher, examiners often have to escalate it to another team for transcription. That delays the process and creates the risk of misinterpretation. A clear, steady handwriting style helps students make sure their ideas are actually seen and understood.

​

4 We only see part of the picture, and never our own students. As an examiner, I might mark an entire paper (e.g. English Language Paper 2), but I won’t see Paper 1 or Literature for that student, and never my own students’ work. We declare any schools or students we’ve worked with, and the system ensures we don’t see their scripts.

​

5 How grades are worked out: it’s not just raw marks Once all the marking is complete, exam boards look at raw marks across different papers and apply weightings to different Assessment Objectives (AOs). For example, in AQA English Language, Paper 1 and Paper 2 are each worth 50%, but the AOs are split differently across questions. Then, once they’ve reviewed the national data, exam boards set grade boundaries based on the overall difficulty of the paper that year. That’s why the boundary for a Grade 6 might be 61 one year and 57 the next — it’s adjusted to reflect how challenging the exam was for students across the country.

The important bit? It’s a holistic system. One weak question won’t ruin a grade. And students don’t need to be perfect to get a great result.

I hope that gives you a clearer view of what goes on behind the scenes, and maybe even helps your teen feel a little less anxious.

If your child needs support building the kinds of skills examiners are actually looking for: flexible writing, clear analysis, and exam-ready confidence, I’d love to help.

I offer expert GCSE and iGCSE English tuition, with options for one-to-one or small group support, depending on what suits your teen best.

Just reply to this email and I’ll send you the details.

Warm wishes, Verity

All the best,

Verity