When it comes to GCSE essay writing, introductions often get treated as something to get through quickly.

A few sentences at the start before the “real” essay begins.

But that’s a big mistake, as a good introduction makes all the difference.

It is the first impression. It is the moment the examiner sees that the student understands the question, know what they are being asked to do and have something worth saying.

As your child moves towards their GCSEs, essay writing starts to matter more and more - and not just for English.

Somewhere along the way, they will probably meet a growing list of essay acronyms.

PEE. PEA. PEEL. PEAL. PETAL. PERSI. Possibly several others, depending on the school, exam board or sacred law that only that one teacher adheres to.

So which one is the right one?

The honest answer is: it’s probably not the thing worth panicking about.

They test how well you communicate what you know.

One of the biggest misconceptions about exams is the idea that exams simply test how much a student knows.

They don’t - exams are not mind-reading machines.

A student might understand a text brilliantly. They might have insightful ideas, thoughtful opinions and strong subject knowledge. But if they can’t organise those thoughts clearly and communicate them effectively on paper, the examiner can’t reward what never properly arrives on the page.

There’s a common misunderstanding about exams.

People say exams test your knowledge.

They don’t. Not really.

Exams are not mind-reading machines. They cannot see what you understand or what you’ve memorised. They can only assess how well you communicate your understanding or knowledge.

And that difference matters.

Do you have a child who always seems to be in a hurry? Whether it’s finishing homework, racing through piano practice or rushing around the playground, some children seem to function at full speed all the time. While enthusiasm and energy are wonderful traits, rushing can often mean mistakes, missed details or frustration. Often, children rush because they want to get something over with. You might see it when they immediately put their pen down the second they finish the last sum on the page or when they write that final full stop and call out, “Done!” before really checking their work.

Creative writing is, by nature, subjective. So how do examiners mark it in an objective way? How can something as personal and imaginative as storytelling be measured with scores and checklists? It’s a challenge that often leaves both parents and children asking: “What exactly are they looking for?” or “What can make my story stand out over someone else’s?”

We often praise speed - quick finishers, fast readers, rapid problem solvers - but what if we started focusing on strategy instead? The best thinking isn’t about going faster, but going ‘better’. This starts with helping children develop time management as a skill, rather than a race. Time can feel abstract for many children. Without the right tools, they may rush through tasks, peak halfway or feel overwhelmed before they even begin.