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The English Hub
Personalised, exam-aligned and AI-assisted — from Years 7–9 through GCSE, IGCSE and IELTS, and structured English support for EAL learners. Pick your track to explore the live demo.
Personalised practice + AI-assisted feedback aligned to AQA, Edexcel, OCR, Eduqas, Cambridge IGCSE and Pearson Edexcel International specifications.
School infrastructure for English departments
The English Hub is designed to become embedded in how an English department works - assessment, feedback, intervention and reporting in one place, supporting teacher judgement rather than replacing it.
Designed to support teacher judgement and surface where attention is needed - not to replace professional assessment.
Students receive structured, criteria-referenced feedback teachers can review and build on.
See patterns across cohorts and where the department should focus next.
Surface students who may need support earlier in the term.
Founder School Programme
Most schools begin with a structured one-term pilot focused on one year group or the English department. The pilot is designed to prove value before wider rollout.
Individual access for learners and teachers, and structured pilots and annual deployment for schools.
Indicative founder pricing. Final pricing depends on school size, scope and rollout requirements.
Talk to us about a pilot, an annual deployment, or how The English Hub could support your department.
Structured practice designed to build EAL learners’ confidence in English.
Set practice and generate resources aligned to the specification.
Clearer progress summaries for parents, reviews and leadership.
Structured comprehension and reading practice across key stages.
Open with a thesis comparing how both poets present the theme, then alternate between the poems in linked paragraphs - point, method, effect, then the comparative link. Spend roughly equal time on each poem, embed short quotations, analyse language and structure for AO2, and weave in context (AO3) only where it sharpens meaning. Aim for three or four developed comparative paragraphs in 45 minutes.
Paper 1 is fiction: one unseen literary extract, four reading questions and one descriptive or narrative writing task. Paper 2 is non-fiction: two linked texts (one often pre-20th-century), comparison and analysis questions, and one persuasive writing task. Both are 1 hour 45 minutes and each is worth 50% of the Language GCSE.
Yes. Essay feedback is mapped to the assessment objectives and band descriptors examiners use, giving you a banded indication plus targeted next steps. It is AI-generated guidance for revision, not an official exam result, and a human-review option is available. The English Hub is independent and exam-board aligned, not endorsed.
There is no word count - examiners reward quality of analysis, not length. In practice a strong response is roughly four to six well-developed paragraphs written in about 45 minutes, with embedded quotations and sustained focus on the question.
Move from feature-spotting to analysing why the writer’s choices matter, sustain a single clear argument, embed shorter quotations, and add a conceptual or contextual overview. Targeted feedback on real essays accelerates this faster than re-reading notes.
AO1 is your informed personal response with embedded textual references. AO2 is analysis of the writer’s methods - language, form and structure - and their effects. AO3 is the relationship between the text and the contexts in which it was written and received. Weightings differ by board, so check your specification, but AO1 and AO2 carry the most marks on most papers.
No. The English Hub is an independent platform. Resources are aligned to public specifications and assessment objectives, but it is not endorsed, approved or affiliated with any exam board. Always confirm final requirements with your teacher and the board’s official specification.
Read it twice, then identify the subject, the speaker’s attitude and how it shifts. Work outward from form and structure (stanzas, line length, rhyme, volta) to language and imagery, always linking method to effect and to the poem’s overall meaning. Plan a clear argument before writing rather than annotating endlessly.