Our Tutors for Science

I am a professional Physics and Maths tutor with experience teaching both online and in the classroom. I studied at New College, Oxford graduating with a First Class Masters degree in Mathematical and Theoretical Physics. Working primarily in Oxford, I have tutored students in Physics, Maths and Further Maths at GCSE, A level, and IB. I also have teaching experience with larger groups, working as a Physics teacher for A level and IB at an independent school in Oxford, where I led additional sessions for students participating in the UK Physics Olympiad, and those taking the Physics Admissions Test (PAT) for Oxford. Through my work in Oxford-based summer schools, I have given intensive one-on-one sessions on the Maths Admissions Test (MAT) for Oxford and STEP papers for Cambridge, Warwick and Imperial, as well as providing mock Oxbridge interviews and personal statement sessions.

My teaching style is patient and friendly, but engaging. I believe strongly that it is essential to observe the learning process of the student in real time; tutoring is not lecturing, and we, as tutors, have the ability to nudge students in the right direction when they run into obstacles and to streamline the often messy experience of mastering a new technique or fully understanding a new concept. In my free time I enjoy running and climbing and am a keen musician, playing piano and trombone, and singing tenor in my local choir.

I am a graduate of the University of Oxford (Christ Church), where I achieved First Class Honours in the 4-year MPhys (Master of Physics) course. As part of my Master’s, I was involved with research in the Astrophysics Department, looking at star formation in galaxies.

I work as a professional tutor, specialising in Oxford and Cambridge admissions. I have taught on numerous Oxford Tutors Oxbridge Preparation Courses, including residential courses at boarding schools in the UK and in South East Asia. I have developed my own course to prepare students for the Oxford PAT and Cambridge ENGAA entrance exams, guided 35 students through Oxbridge applications, and delivered over 100 hours of interview and exam preparation.

I also have extensive experience teaching A level Physics, Maths and Further Maths in a wide variety of formats; from full time Sixth Form study to short term intensive revision courses. Outside of Physics, I have a keen interest in music. A jazz trumpet player, drummer and producer, I play with many groups in and around Oxford.

I recently completed an integrated Masters in Biochemistry at Oxford University, achieving first class marks. I achieved A* in both Biology and Chemistry at A level and GCSE, and notably scored full marks in both AS level and A level examinations in Biology. I have significant experience tutoring GCSE and A level Biology and Chemistry online and in person. I’m now based in Cambridge, but can tutor online or in the nearby area. I try to help students to think like better scientists. This means going beyond the simple question of “What is going on here?”. Science is much easier to understand, and the information is much easier to reproduce in exams, when students go beyond this basic question and think deeper about why things are the way they are. I want students to ask themselves “Okay so I know WHAT is happening, but WHY is that the way things are?”. Thinking this way allows students to truly understand the content of GCSE and A Level courses, rather than simply memorising a collection of facts.

Beyond Science I’m a keen sportsperson, and captained the Oxford Blues Men’s 1st XI in my fourth year at Oxford University.

I am entering my fourth year of Natural Sciences at the University of Cambridge (Magdalene College), specialising in Chemistry. Before university, I attended the Rochester Grammar School, attaining top grades in A level Maths, Chemistry, Physics and Music, and 13 A*s at GCSE. I was awarded the School Physicist of the Year Award 2015/16 by the Ogden Trust. At university I was the president of the Magdalene College Science Society for the academic year 2018/19.

I am an experienced tutor of A level Mathematics. My approach to tutoring is to encourage understanding of the concepts as opposed to memorising facts: I believe this better prepares students for unexpectedly tough questions in tests and exams. Identifying gaps in understanding and technique is key to helping a student cover the curriculum in detail and enabling them to excel – and working through past exam questions is often the most useful form of revision.

I am also a pianist, having achieved all ABRSM grades up to Grade 8 with Distinction and have been teaching piano for a few years.

I am studying Chemical Engineering via Natural Sciences at the University of Cambridge (St John’s College). For my A Levels, I achieved four A* grades in Maths, Physics, Further Maths and Chemistry. I also achieved A* in an Extended Project Qualification. In my first year of Natural Sciences, I took Physics, Maths, Chemistry and Earth Sciences, achieving a ‘First’ overall.

I have experienced tutoring Maths to individuals at GCSE level (both Higher and Foundation level). I have experience with children of different ages, and am comfortable around younger children and teenagers. I also have experience as a tutee – I can understand how interacting patiently and formulating clear material is incredibly important for learning and understanding. I have provided Oxbridge application support to those looking to apply for Natural Sciences.

I understand how every student has a different approach to learning: individuals will have methods that work incredibly well for them but not for others. I find it very important to tailor learning approaches to each student in order to find the most enjoyable and successful learning style for them. In practice, this means interacting with student along their own preferred methods and internal motivation, and combining this with a structured approach to learning with new techniques they can employ to get the most out of their study. As a tutor, we would discuss the strengths and weaknesses of the learner and use this to reach the desired outcomes.