Geographical Argument
20% increase in marks to secure an A* at A-Level and medicine placement.
What were the barriers?
Toby was finding it tricky to stay on track with revision. As a student with ADHD and OCD, he often found himself becoming distracted with unimportant details and this led to difficulties in creating a flowing argument.
What was the strategy?
We worked with three key strategies in mind.
1. Provided a Clear, Visual Structure for Writing
Why: Students with ASD and OCD often benefit from predictable, visual, and logical frameworks. This reduces anxiety, helps with information processing, and supports focus on the content.
What we did:
Taught Toby a repeatable structure - SPEL (Statement, Place-specific detail, Explanation, Link back to the question).
Used colour-coded templates and sentence starters to visually scaffold responses.
Provided checklists to help Toby see when a paragraph was "complete," which can reduce compulsive over-checking.
2. Broke Down Model Answers Together
Why: Students with ASD may struggle with abstract reasoning or picking out nuance in model answers, and OCD may cause perfectionism that inhibits progress unless a model is available.
What we did:
Used WJEC-specific model answers (from past papers and examiner reports) and went through them sentence by sentence, identifying how argument is developed.
Helped Toby to spot what the examiner is rewarding and balance, use of place-specific detail, and evaluation.
Highlighted the difference between describing and arguing in geography: e.g., not just saying what happens, but why it matters and which factor is more significant.
3. Used Repetitive, Low Stress Practice With Tight Feedback Loops
Why: Repetition builds confidence, and students with OCD/ASD often thrive on routine. A structured feedback loop helps improve writing without overwhelm.
What we did:
Created a weekly routine where we wrote 1 paragraph to a 6 or 8 mark question, then reviewed it together using success criteria.
Encouraged incremental improvements rather than rewriting whole answers - focus was on strengthening argument quality bit by bit.
Used visual cues (tick boxes) for what was done well vs. what to improve, keeping feedback specific and positive.
What were the results?
These three strategies; structured writing templates, guided modelling of good answers, and consistent low-pressure practice helped to create a safe, supportive, and clear learning environment that aligns well with the needs of a student with OCD and ASD. The key was clarity, routine, and encouragement, while gently building Toby's confidence in argumentation. Toby went from a Grade 4 to a well deserved Grade 7 in his final GCSE Exams.