I’ve been tutoring A-Level Physics for six years, mostly with students who understand the theory but get stuck when a question turns it into maths. I spend a lot of lesson time on mechanics, electricity and multi-step calculations, working through the reasoning rather than jumping to the formula. Closer to exams, we use past papers to spot recurring mistakes. Nuclear physics is probably my favourite topic to teach.

Hi! I’ve tutored A-Level Physics alongside my postgraduate studies for the past four years. I was the student who always wanted to know why an equation worked, so that tends to come through in my lessons. I like drawing things out, especially fields, circuits and waves, before we tackle questions. Students are welcome to bring whatever has confused them at school that week and we’ll start there.

My background is in engineering, and I have eight years of experience teaching A-Level Physics one-to-one and in small groups. I’m particularly interested in mechanics and fields, where a good diagram often solves half the problem. Lessons are usually practical: a short explanation followed by worked examples and exam questions. I also spend time on wording because many marks are lost through imprecise answers.

Physics made much more sense to me once I stopped trying to memorise every example, and that’s something I try to pass on to my students. I’ve taught A-Level Physics privately for five years, with lots of work on forces, momentum, electricity and waves. I’m fairly relaxed in lessons and don’t mind going over something three different ways if needed. Before exams, we keep a running list of question types that still cause trouble.

I’m an experimental physicist by training and have worked with A-Level students for around seven years. My lessons are structured around the specification, but I prefer teaching topics through problems rather than long explanations. Practical skills and data questions are a particular focus, including uncertainties, graphs and unfamiliar experiments. I also help students decide which information in a question actually matters.

For the past nine years I’ve supported A-Level Physics students ranging from those aiming to secure a pass to students pushing for the highest grades. I’m quite methodical: first I find exactly where the difficulty starts, then we work from there instead of reteaching an entire chapter. I use plenty of sketches and quick calculations. With stronger students, I enjoy unfamiliar problems that require several ideas at once.