Build your A-Level plan around your exact specification, the assessments you will take and feedback on your own work. Separate learning a difficult idea from practising an answer and preparing an assessed submission. This page offers a task-selection worksheet for Sixth Form students; it does not promise a grade or replace guidance from your school or exam centre.
Map the assessment before planning hours
Create a short record for each subject: board and specification code; papers and optional topics; any practical or non-exam assessment; and the next school deadline. Confirm missing details with your subject teacher. If you are a private candidate, check assessment arrangements with the centre that will enter you.
AQA notes that some qualifications have restrictions for private candidates and that candidates need to understand the subject specification. See its subjects and qualifications guidance.
Use a feedback-to-action record
Editorial planning template: copy these prompts into a notebook or document.
| Prompt | What to record |
|---|---|
| Evidence | Paper, question or task and the precise teacher comment |
| Uncertainty | The concept, reasoning step or interpretation you cannot yet explain |
| Next attempt | A different question or explanation that checks the same issue |
| Review | What improved, what remains unclear and who can help |
A hypothetical example: “My essay names evidence but does not explain its relevance.” A useful next task is to write and discuss one paragraph linking a claim to evidence. It is not a claim that one paragraph will produce a particular grade.
Keep revision separate from assessed work
Before accepting help on coursework or another assessed submission, ask your school what assistance is allowed and how it must be acknowledged. Do not assume advice permitted for an unassessed practice essay is permitted for a live assessment. Keep your own work and records of feedback.
For practice, obtain the matching paper and mark scheme from your board. The AQA resource finder offers papers, mark schemes and examiner reports; availability differs by series.
Protect time for decisions as well as revision
Keep course research and application tasks on a separate checklist so that a university decision does not disappear inside a vague “revision” task. Use actual provider requirements and your school’s advice when deciding what subjects or evidence matter.
For a discussion about support, bring your specification and one feedback example to the programme enquiry. Confirm what the tutor can support before making arrangements.
Questions
Can I reuse a GCSE revision method?
You can try a familiar method, but check whether it addresses the depth and assessment demanded by your current A-Level specification. Judge it from your next attempt and feedback.
What if a past paper is unavailable?
Use your board’s published specimen or other approved practice material where available, or ask your teacher. Do not assume an unavailable paper is needed to begin studying.
Can a tutor rewrite my coursework?
Do not request a rewritten submission. Ask your school which forms of support are permitted for that assessment and keep ownership of your work.
Next step
Make the next task specific enough that you can tell whether it helped. Keep assessment rules, feedback and application decisions visible in the plan.
Related guides
Sources
Sources checked 4 November 2026. Check the relevant school, exam board or admissions provider for requirements that apply to your situation.