I have been tutoring for over three years, supporting many students throughout their A-Level studies, particularly in Psychology. I have a strong track record of helping students achieve excellent results, with a high proportion of my students going on to achieve A/A* grades. I achieved an A* in AQA Psychology at A-Level, alongside 2 A's Biology and Chemistry, and I currently tutor alongside completing my science and psychology-related degree. Over the past three years, I have tutored through multiple platforms and have received positive testimonials from students I have worked with. I tutored in person initially but now I mainly tutor online through referrals and tutoring platforms.

I first started tutoring over three years ago, initially working with students in person before gradually moving towards online tutoring. Since then, I have worked with many students across different ability levels, from those struggling with the foundations of Psychology to students aiming for A/A* grades. Over time, my tutoring has become increasingly focused on exam technique. Through working with different students, I noticed that many understand the content but struggle to translate that knowledge into marks. This led me to develop a more exam-focused approach, particularly around essay writing, evaluation, application questions and Research Methods. I now tutor primarily online through tutoring platforms and referrals, and have received positive feedback and testimonials from students I have supported.

How I structure my lessons depends on whether the student is in Year 12 or Year 13, as well as their current level and individual areas for improvement. I begin by identifying any gaps in their content knowledge so that we have a strong foundation to build upon. As we work through each topic, I incorporate exam questions throughout the lesson rather than leaving exam practice until the end. This allows me to check both the student's understanding of the content and their ability to apply that knowledge to different question types. For more challenging questions, particularly essays and 16-mark questions, I first teach students exactly how to approach and structure their answer using worked examples. Once they understand the technique, I have them write their own response during the lesson. We then actively mark it together line by line, identifying where they have gained marks, where marks are being lost and exactly how each section could be improved. This allows me to identify weaknesses immediately and gives students continuous, specific feedback rather than simply receiving a mark at the end. As students progress, I gradually encourage more independent and timed exam practice so they become confident applying these techniques on their own.