Mock exams are one of the most powerful tools in a teacher’s toolkit. They allow students to practise under exam conditions, give teachers valuable diagnostic data, and provide a realistic rehearsal for the summer. But the challenge is always the same: which papers should we use?
While past papers are the obvious choice, more and more teachers are turning to predicted papers for mocks. In this guide, we’ll explore why predicted papers are so useful, how teachers can integrate them into their mock exam strategy, and how they benefit both teaching and learning.
Why Mock Exams Matter
Mock exams aren’t just a test run for students — they serve several purposes for teachers too:
- Assess current progress – helping you see where each student is at relative to their target grade.
- Identify knowledge gaps – showing which topics need reteaching or targeted revision.
- Build exam stamina – many students underestimate the pressure of a 2-hour exam until they experience it.
- Refine exam technique – mocks highlight poor time management, weak evaluation skills, or lack of application to context.
For these reasons, mocks need to feel authentic. If students sit a paper they’ve already seen in class, the results won’t be a true reflection of their ability. That’s where predicted papers come in.
The Case for Predicted Papers in Mocks
Predicted papers are designed by experienced teachers and examiners to reflect the style, structure, and difficulty of upcoming exams.
For teachers, this offers three major advantages over reusing past papers:
1. Fresh, Unseen Material
- Students can’t memorise answers in advance, so results are more accurate.
- You get a true measure of their ability to apply knowledge in new contexts.
2. Exam-Board Accuracy
- Good predicted papers replicate the exact timing, layout, and command words used by exam boards.
- This creates a realistic mock experience that prepares students for the pressure of exam day.
3. Targeted Practice
- Predictions are based on patterns in past papers and gaps in recent exam cycles.
- This means students practise the areas they’re most likely to face in the real thing.
How Teachers Can Use Predicted Papers Effectively
1. As the Core Mock Exam
- Instead of relying on old past papers, set predicted papers as the full mock exam in January or February.
- This gives students an authentic experience and prevents duplication of material already used in class.
2. As a Diagnostic Tool
- After the mock, use the guided mark scheme to pinpoint weaknesses.
- For example, if a class struggles with AO2 application or AO4 evaluation, you can adjust your teaching focus in the weeks that follow.
3. To Supplement Past Papers
- Some schools use a mix: one past paper and one predicted paper for the mock cycle.
- This ensures students get exposure to both tested material and new, unseen questions.
4. For Practice Essays and Homework
- Extract longer questions (e.g. 16- or 20-mark essays) from predicted papers and set them as independent work.
- Mark them with the guided scheme to give targeted feedback before the main mock.
5. For Department-Wide Consistency
- Predicted papers allow departments to standardise mocks across multiple classes, ensuring all students face the same level of challenge.
Benefits for Students
Teachers aren’t the only ones who benefit from using predicted papers in mocks. Students gain:
- Authentic exam practice – learning to handle unseen questions with confidence.
- Fairer assessment – because they’re not advantaged/disadvantaged by having seen the paper before.
- Detailed feedback – guided mark schemes make it clear how marks are awarded.
- Motivation boost – students often take mocks more seriously when the paper feels like the real thing.
Common Concerns About Predicted Papers
“Aren’t they just guesses?”
- While no one can guarantee what will come up, predicted papers are written by specialists who use exam trends and specifications to make educated predictions.
“What if they’re nothing like the real exam?”
- Even if topics differ, the value lies in the practice itself. Students are rehearsing timing, structure, and stamina — all transferable to any paper.
“Won’t students rely on them too much?”
- Not if you position them correctly. Emphasise that predicted papers complement, not replace, past papers.
Best Practice for Teachers Using Predicted Papers
- Set them under strict exam conditions – no notes, timed properly, in silence.
- Mark them with the guided scheme – this ensures consistency across teachers.
- Feed back in detail – highlight strengths and weaknesses linked to AO1–AO4.
- Revisit them later – use the same paper again in April/May as a progress check.
👉 Find predicted papers for your subject here
FAQs for Teachers
Q: Should I replace past papers with predicted papers in mocks?
A: Not entirely — the best approach is to use both. Past papers give reliability; predicted papers add freshness.
Q: When’s the best time to use them?
A: Most schools use predicted papers in January or February mocks, giving students time to improve before the summer exams.
Q: Are they exam-board specific?
A: Yes — make sure you choose predicted papers written for the correct exam board and specification (e.g. AQA Psychology 7182/1, Edexcel Business Paper 3).
Q: Do students need the mark scheme?
A: Absolutely. Guided mark schemes show how marks are awarded, helping both teachers and students refine their exam technique.
Final Thoughts
For teachers, the purpose of mocks is simple: to prepare students for the real thing, diagnose gaps, and build exam confidence. Predicted papers are one of the most effective ways to achieve this because they provide fresh, exam-board accurate, and targeted practice.
Used alongside past papers, they create a powerful mock exam programme that benefits both teachers and students.