This teacher-led review lesson uses mock-exam evidence to help learners identify precise knowledge gaps, misconceptions, careless errors, and exam-technique needs. Begin by creating a supportive, non-judgemental atmosphere and explain that the traffic-light audit is a private diagnostic tool rather than a grade. Model how to classify one incorrect response, then circulate while learners analyse their own papers and select two or three high-priority areas. Use the misconception table and short practice tasks for responsive whole-class teaching, small-group intervention, or individual conferencing. Check understanding through explanation, visible working, correct units, and short retrieval questions rather than answer recall alone. Finish by reviewing each learner’s three-week plan to ensure that targets are specific, manageable, and linked directly to evidence from the mock. Learners needing additional support may work from a reduced topic list, receive worked examples and sentence starters, or complete one priority task at a time; confident learners can justify corrections, compare methods, and create similar questions for a partner.