Dave

I am currently teaching in an outstanding state school and have 24 years experience of teaching both Biology and Chemistry to A-level. This includes being the Head of Science in a very good independent school for 11 years. This means I have a detailed knowledge of the AQA specifications for both Biology and Chemistry to A-level and GCSE standard including separate sciences and combined (double award) science.

I firmly believe that the relationship between tutee and tutor is key for successful tutoring and therefore a student-centred approach which focuses on their needs is essential.

I am based in Harrogate but willing to travel if in-person tutoring is required, however additional charges may apply based upon time spent travelling rather than distance travelled. Please contact me to discuss distances above 15 miles.

Tutoring Experience

I have been teaching (and still am) since September 2000. From my very first year of teaching I have always taught A-level Biology and Chemistry alongside GCSE classes in the same subjects. I have exclusively taught AQA specifications during this time, so have a very good understanding of their content and how the questioning styles have evolved over the years. However I have successfully tutored students following other examination boards and the content between all exam boards is now very similar. For the past 8 years I have conducted A-level monitoring work on behalf of AQA, so have a detailed knowledge of the Practical Endorsement process and the CPAC skills which are now part of the A-level qualification (although separate to the examination grade).

Tutoring Approach

The relationship between tutee and tutor is key, so I would always recommend an initial session to establish the relationship and ensure the tutee is comfortable with the methods used. That said, the tutee is at the centre of my approach and a variety of styles and approaches will be used to further develop understanding. The starting point should be what the tutee can do and then identify any misconceptions or gaps thereafter, followed by suitable support to enable the tutee to build a solid understanding of content and concepts along with the development of examination techniques.