Description: Qualified teacher and highly experienced tutor of Economics, Hannah, shares in this blog how she helped her class achieve excellence.
Supporting my Economics A-Level class in achieving excellent grades was one of the most rewarding experiences of my academic life.
It wasn’t just about helping my peers improve their understanding of a subject I was passionate about—it was about fostering a collaborative environment where everyone felt confident, prepared, and motivated to succeed.
Through peer support, resource sharing, consistent revision sessions, and a genuine desire to help others thrive, I was able to play a meaningful role in our collective success.
Focus Groups
My journey began when I noticed that some of my classmates were struggling with core economic concepts, particularly in areas like
macroeconomic policy, elasticity, and market failure.
Since I had a strong grasp of these topics, I offered to help explain them in simpler terms.
What started as occasional tutoring sessions gradually evolved into regular group study meetings. These sessions were informal but
focused—we would meet during lunch breaks or after school and go over difficult topics, past paper questions, or exam techniques.
Breaking it Down
One of the key ways I helped was by simplifying complex ideas. Economics can be abstract and heavy on theory, so I tried to break
down difficult concepts using real-world examples.
For instance, when discussing fiscal policy, I related it to recent government spending decisions and their impact on inflation or employment.
This made the subject more relatable and easier to remember. I also encouraged active learning—asking questions, having debates, and testing each other on definitions and diagrams.
This kept everyone engaged and helped reinforce key terms and theories. I also created and shared revision materials that proved helpful to many of my classmates.
These included concise summary notes, mind maps, and flashcards, especially around exam season.
I used colour-coded diagrams to illustrate market structures, supply and demand shifts, or the circular flow of income, which helped visual learners grasp the content more easily.
Additionally, I compiled key exam tips from our teachers and from my own research—such as how to effectively structure a 25-mark essay, what examiners typically look for in evaluations, and how to manage time under pressure.
Past Papers
Another major focus was past paper practice. I encouraged everyone to treat past papers not just as assessment tools, but as learning tools.
During our sessions, we would take turns answering past questions aloud, peer-mark each other’s work using mark schemes, and discuss what could be improved.
This collaborative feedback loop helped us refine our writing skills, spot common errors, and become more familiar with the examiners ‘ expectations.
I found that the more we practised, the more confident everyone became in tackling unfamiliar questions. I also helped boost the class’s confidence and motivation.
Celebrate the Wins
Economics can be daunting, especially when students feel like they’re falling behind.
I made it a point to be encouraging and positive, reminding everyone that improvement is possible with effort and the right approach.
I celebrated their progress, no matter how small, and tried to create an atmosphere where no one felt embarrassed to ask questions or admit confusion.
That sense of psychological safety allowed everyone to engage more openly and make consistent progress.
Working as a Team
My collaboration with our Economics teacher was another important part of the process.
I shared feedback from our study sessions—what concepts students were struggling with most—and the teacher, in turn, would sometimes tailor future lessons accordingly.
In a way, I acted as a bridge between the students and the teacher, helping to ensure that teaching aligned more closely with students’ needs.
I also encouraged others to seek help from the teacher directly and reminded them of the value of office hours or revision clinics.
Toward the end of the academic year, the results of our efforts began to show.
Many of my classmates started seeing significant improvements in their mock exams, and their confidence levels rose dramatically.
We went from a group with mixed performance to a class with a high overall success rate in the final A-Level exams.
Several students who initially struggled ended up earning A or B grades—something they didn’t believe was possible at the beginning of the year.
Final Thoughts
In reflection, helping my Economics A-Level class achieve excellent Grades was not just about academic content—it was about leadership, empathy, and teamwork.
I learned that supporting others enriches your own understanding as well.
Teaching concepts forced me to deepen my knowledge, and working closely with my peers taught me valuable communication and problem-solving skills.
It was a shared journey, and the collective success we achieved made all the hard work worthwhile.
By creating a collaborative learning environment, offering consistent academic support, and fostering a sense of community and confidence, I was able to help my Economics A-Level class reach its full potential.
Academic success is rarely an individual pursuit—it thrives in an atmosphere of mutual support and shared determination. I’m proud to have played a part in that process and hope the experience continues to inspire others to lift each other up in their own learning journeys.
By tutor Hannah