Hi, I’m Carlyn. I’m a qualified secondary science teacher with a strong academic and professional background in science, including a Master’s degree in Medicinal Chemistry and a BSc (Hons) in Human Physiology.

Before moving into teaching, I spent many years working in scientific and technical industries, including laboratory-based roles. This means I can bring science to life and help students understand not just what they need to learn, but why it matters and how it is used in the real world.

I now teach and tutor because I genuinely enjoy helping young people build confidence, improve their grades and achieve the results they need to move towards the courses and careers they want.

I have around ten years of tutoring experience, alongside several years of teaching in both secondary school and further education.

I spent three years teaching science in secondary school and college, working with students from Year 7 through to A level across Biology, Chemistry and Physics. During this time, I taught learners of all abilities… from those who needed additional support and confidence-building, through to high-achieving students aiming for the very best grades.

I now lecture part-time in Forensic Science at a local college and continue to tutor alongside this. Over the years, I have helped many students improve their understanding, confidence and exam performance, enabling them to achieve the grades they need to progress to their chosen courses, further study and future careers.

My approach to tutoring is very individual. I start by identifying where a student is now, where the gaps in their knowledge or confidence are, and what grade they are working towards. From there, I tailor the support so that we focus on the areas that will make the biggest difference.

A major part of my tutoring is helping students turn what they know into marks. Science exam questions can often be difficult because of the way they are worded, so I spend a lot of time working through different question types, command words and mark schemes. This helps students understand what the examiner is actually asking for and how to structure an answer that gains the marks available.

I also focus strongly on understanding rather than simply memorising facts. My aim is to build confidence and independence so that students become better at recognising what a question is testing, applying their knowledge and answering accurately under exam conditions.