The Specialists Behind Every QQI Assignment We Deliver

Niamh has worked on Level 5 briefs since 2015 and now leads how we approach assignment structure across the whole team. She is the person learners come to when a brief lists outcomes instead of questions and they cannot see where to begin.

Dermot came to us from a lecturing background and handles the Level 6 work that needs genuine analysis rather than longer description. Supervisory, management and team-leadership modules are his day-to-day.

Órla takes on learners doing a full major award rather than a single brief, keeping voice and referencing consistent across every component. If you have five modules due across a term, she is who we assign.

Ruairí works the deadline end of the queue and is used to briefs that land with under 48 hours on them. He will tell you honestly at the first message whether your window is workable, which saves everyone a bad outcome.

Sinéad works with the volume of Dublin learners coming through the city's further education colleges and knows how briefs are worded differently between them. Most of her work happens over WhatsApp between learners' shifts.

Aoife spent twelve years on hospital wards before moving into academic support, and Care Skills 5N2770 is the module she has worked on more than any other. She writes about care practice the way it actually happens, not the way a textbook describes it.

Padraig supports learners taking the full Healthcare Support major award, often across four or five components in one year. He maps the whole award at the start so nothing is written twice and no outcome is missed.

Maeve works in residential care settings and brings that directly into Care Support 5N0758 work. Person-centred planning, dignity, advocacy and rights are her strongest areas and the sections learners most often get marked down on.

Gráinne has worked as an SNA in mainstream primary settings and writes 5N1786 case studies with the sensitivity the module demands. She is particular about respectful language around children, which assessors consistently pick up on.

Conor supervises student nurses in practice, so he knows exactly what an assessor is looking for in a skills demonstration. He works from what you actually did on placement rather than inventing a scenario for you.

Róisín still works in an early years setting alongside writing, which is why her observation write-ups read like they came from the room rather than from a module descriptor. Aistear and Síolta references come naturally to her.

Eoin handles 5N0690 across every programme it appears on, which is most of them. Reports, presentations, interview preparation and the written tasks learners underestimate are all his area.

Sarah writes safety statements and risk assessments professionally, so 5N1794 work comes to her already grounded in real practice. She builds the assignment around your actual workplace rather than a generic template.

Reflective writing is the piece learners find hardest, and it is what Aisling does all day. She asks structured questions about your experience and builds genuine reflection from your answers instead of handing back description.

Tomás covers the Level 6 end of childcare where the analysis expected steps up sharply from Level 5. Curriculum planning, leadership in the setting and policy-linked work are where learners most often need him.

Ciara maps evidence against learning outcomes before a word is written, which is the stage most learners skip and most portfolios fail on. She will tell you plainly which gaps you still have to fill yourself.

James turns a demonstration you have already performed into a write-up that satisfies the criteria. One conversation is usually enough for him to pull out the detail you did not think mattered but the assessor needs.

Katie has supervised placements herself and knows the difference between a diary that lists tasks and one that actually reflects. Her 5N1356 work is built entirely from the learner's own placement answers.

Mairéad reviews finished portfolios before submission and catches the things that quietly cost marks: broken referencing, missing outcomes, inconsistent formatting. She also teaches learners the fix rather than just applying it.