About Me

My Teaching Experience

I have five years of experience teaching secondary science in UK schools, working with students across Biology, Chemistry and Physics. Classroom teaching has given me a practical understanding of the difficulties students commonly encounter and how to help them overcome them.

This includes identifying misconceptions and gaps, breaking complex ideas into manageable steps, adapting explanations, developing calculation and problem-solving skills, preparing students for assessments and GCSE examinations, and building confidence.

Two students can struggle with the same topic for completely different reasons. Finding out where the difficulty lies is often the most important first step.

My Academic Background

I have a broad academic background across the sciences.

My studies have taken me across Biology, Chemistry and Physics and given me a strong foundation in scientific thinking. Subject knowledge is only part of effective tutoring: explaining it clearly, recognising when a student has not understood and finding another approach are just as important.

Professional Background

Alongside my five years’ teaching experience, I hold Qualified Teacher Status (QTS). I have completed safeguarding training, hold an Enhanced DBS check, and am a Member of the Chartered College of Teaching.

These experiences help shape the practical, student-focused approach I bring to one-to-one tuition.

Why I Teach Science

I have always enjoyed science, but I particularly enjoy communicating science. Breaking ideas down, connecting them to existing knowledge and finding an explanation that makes sense to the student can make a significant difference.

I want students to understand the reasoning behind the science: why an equation works, how a biological process happens, or how different ideas combine to answer an unfamiliar GCSE question.

Why One-to-One Tuition?

Individual tuition allows a lesson to be adapted much more closely to the student. In a classroom, a teacher balances the needs of many students. In a one-to-one session, I can spend more time discovering exactly what one student understands and where difficulties begin.

If something is secure, we can move on. If an important idea has been misunderstood, we can slow down, approach it differently and practise until the student is ready to progress. Students have plenty of opportunities to ask questions, explain their thinking and receive immediate feedback.

My Approach to Tutoring

My tutoring gradually moves students from support towards independence. I establish what they understand, identify gaps or misconceptions, then explain and model difficult ideas while checking understanding frequently.

Students move through guided practice towards tackling questions independently. For GCSE students, this includes interpreting examination questions, selecting relevant knowledge and communicating answers clearly.

I want students to develop the knowledge, problem-solving skills and confidence to approach science increasingly independently, both in lessons and in examinations.