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Firstly, I would like to thank yourselves and your staff for all your help and dedication to helping my daughter Saoirse with her maths.  She has shown an improvement with her confidence at attempting to handle the mathematics she is give by her school.  And I feel this is due to the staff at your centre, she had a very rough year in Year 4, with her very unsympathetic teacher and you all helped her through that.  For that I’m very grateful.
Mrs R Wall
Alex had been tested in Year 4 for dyslexia and he came out mildly dyslexic for spelling.  He has a poor short term memory, and we were concerned about him going to Senior School with these problems. Alex started off a bit ‘anti’, but now he agrees that his writing is better and the improvement has been commented on by teachers.  We are so pleased he is getting professional help, and are especially pleased that he now see the benefit and is self-motivated. He now is now asking for help with his Maths too!
Mrs D Wilson
Prezton has done really well and we are very proud of his achievement so thank you all again
Mrs A Laborde
Thank you so much for helping me with my maths!  I have come along much more in maths lessons at school! Hopefully, depending on whether I need help when I go to Secondary School I might come back again. (I hope so)  Thank you again. Madison.
Mrs H Breen
She loves coming, and sees that it helps her at school.  Her scores are going up all the time and recently she got three class awards in three weeks, she says this is ‘Thanks to you.
Mrs C Walker
GCSE Maths
Alex says ” I learned more in three months than my whole time in the maths classroom at school. I went from dreading it to feeling much better about being there.” This Summer he was overjoyed to find that he had gone from a Grade 2 in his mocks up to a Grade 4 (C) pass in his final exam.  
Alex
“I Love to Learn really helped me prepare for my entrance exam.  I give I Love to Learn 10/10.  I Love to Learn helped me understand pie charts, algebra and story writing.  I enjoyed coming to I Love to Learn and would love to come back in the future.”
-Ollie, Student in Portsmouth
We brought him to the centre in Year 6 because he just had no idea about maths.  This year won the ‘Most Improved in Maths’ certificate for his year.  He also came top of his class in 2 out of 3 maths exams.  Coming to here is the best thing we ever did!
Mr S White
Dylan had always struggled with very poor handwriting.  After only a few months teachers can now read his writing and he feels more confident.  His coordination problems have been recognised “Thanks to your suggestion,” and this has helped at school.   It has made a big difference to his schooling as he enjoys it much more now.  
Samantha WildingParentPortsmouth
Thank you for all your support with our son, Thomas. His hand writing, spelling, maths and reading is progressing beautifully. I would highly recommend your setting to anyone who wishes to give their child a boost or to work on specific learning goals. It has been invaluable. All your tutors are warm, welcoming and professional and Thomas is always made to feel valued. Positive praise and lots of stickers, stamps, rewards, prizes and certificates give that extra special touch to reward and recognise the children’s efforts. Thomas is certainly always proud of his achievements from your centre.
Laura (Thomas’s mum)

How to Analyse Poetry for GCSE English Literature?

Here is some advice for students or GCSE English Literature

Get Familiar With the Exam

GCSESuccessEnglish Literature GCSE is divided into two papers. Paper 2 (2hrs 15mins, 60% of the marks) is in 3 parts. Parts B and C are on poetry.

B- You will answer one comparative question on one named poem printed on the paper and one other poem from your chosen anthology.

C- You will answer one question on one unseen poem and one question comparing it with a 2nd unseen poem.

How to Analyse Poetry for GCSE English Literature

  1. What is the poem about?

e.g ‘This poem is about the narrator’s experience of the war’.

 

  1. What is the purpose (or theme/message)of the poem?

  • Why has the poem been written?

e.g. ‘The poem has been written to enable the reader to feel the trauma of war’.

 

  1. What emotions, moods and feelings are being communicated?

e.g. ‘The general atmosphere the narrator creates is one of fear and the futility of war’.

 

  1. What techniques does the poet use to create the emotions, mood or feelings?

  • You will need to identify and name different technical terms that are used in the poem.

e.g. ‘The poet uses repetition of the word ‘fear’ to emphasise how frightened everyone was.

Techniques that may need identifying are:

Form- The rhyme and rhythm of the poem, often relates to the overall theme. (Also changes in the lengths of lines or verses).

Imagery- Does the poet use language that creates an image in your mind?

Structure- What is the order in which ideas are created? Is there a key point at which the mood or focus changes?

Literary devices- Poets use numerous devices to communicate their ideas and emotions. These can include: similies, metaphors, alliteration, personification, enjambment, caesura, hyperbole, onomatopoeia, oxymoron and rhetorical questions.

 

  1. What do you think about the poem?

e.g. ‘ The poem makes the reader feel the narrator’s fear from the battle as well as the overall futility of war’.(Avoid using ‘I’).

– Are there other ways the poem could be interpreted? (Ambiguity)

Click here if you would like to find out more about our English tutoring….

 

Additional recommended resources:

Unseen Poetry-The Poetry Guide for the grade 9-1 course (CGP)

Power and Conflict- The Poetry Guide for the grade 9-1 course (CGP)

Love and Relationships- The Poetry Guide for the grade 9-1 course (CGP)

GCSEstudent

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