Christopher

Chris has over a decade of experience helping students prepare for high-stakes exams. A graduate of one of the world's top universities, he has the skills and experience to help you succeed at A level and get the grades necessary for university.

• Which subject(s) do you teach?

Physics, Chemistry and Mathematics to A level and IB Diploma (Higher Level): all sciences and mathematics to GCSE.

• Tell me about your qualifications.

Registered with the Department for Education as a qualified teacher since 2005, I am currently centre director of a large tutoring centre in Bedford and leads a small team of 6 teachers and 12 learning support assistants. Clients can be confident that they are engaging the services of a qualified, experienced, highly organised professional

Awarded BSc Honours degree in Combined Sciences from UCL (University College London 2004).

Postgraduate Certificate in Education - Secondary Science from Roehampton University (2005).

Postgraduate Diploma in Medicine, Science & Society from Birkbeck, University of London (2014).

• How much do you charge?

£70.00 per hour for all tutoring (delivered online). All client fees are invoiced monthly in advance .

There certainly are cheaper tutors available, but not every tutor has a solid track record of preparing students every year for entrance to top universities. I offer a high quality, elite tutoring service.

Other services which may sometimes be required (assessing written work in detail, writing references, helping with UCAS applications etc.) are charged at £45 per hour.

• Where do you teach?

I only have availability to tutor online, and this allows me to serve a much greater geographical area than would otherwise be the case.

• When are you available?

Contact me directly for discussion about availability. Generally, weekday daytime GMT) and weekends are the only times available in term time currently.

• Which ages and levels do you teach?

Mainly students studying A levels and GCSEs.

• Which qualifications do you prepare your students for?

GCSE, IGCSE, A level, International Baccalaureate, University Exams,

• Describe your arrangements for online tutoring.

I use Zoom video calling for their reliability and quality, and screenshare with the students using an online interactive whiteboard. Like many tutors, I was initially hesitant to use this technology, but the benefits far outweigh the lack of physical 'presence'. For many students, it is actually less intrusive than having someone coming to their home, and everything that happens in a normal tutorial can happen in a virtual online tutorial. We can work through exam questions, if a student has homework questions or questions from a book they want to work through (or be shown how to answer), then a simple smartphone photograph and upload means we can both work on those questions. The technology is so simple and user-friendly it makes the interaction that much more effective!

• Do you have a personal message for students?

The jump from GCSE to A level is a particularly challenging one for sciences and maths. Tutoring is designed to help you succeed at this stage if your education, so that in the future you are able to go on to your chosen career or further study successfully.

Tutoring Experience

I have privately tutored for 16 years, mainly at GCSE and A level, as well as I.B. and IGCSE courses. With recent technological improvements, I now tutor exclusively online for all students.

Here are some details about students I have helped prepare for exams in recent years:

Year 13, Royal Latin School: A level maths
Year 12, Dame Alice Harpur School: A level physics, chemistry & maths
Year 13, Stratton Upper School: A level physics & maths
Year 13, Bedford School: A level maths
Year 13, Stantonbury Campus: A level maths & chemistry
Year 13, Oakgrove School: A level chemistry
Year 12, Bedford High School for Girls: A level biology
Year 13, Wootton Upper School: A level chemistry
Year 13, Wootton Upper School: A level physics
Year 13, Sharnbrook Upper School: A level maths
Year 5, Bedford School: Key Stage 2 English
Year 13, The Knights Templar School: A level physics, chemistry & maths
Year 9, Bedford School: GCSE maths & sciences
Year 11, Dame Alice Harpur School: GCSE maths & sciences
Year 13, Bedford School: A level chemistry & maths
Year 13, Bedford High School for Girls: A level physics
Year 11, Bedford Modern School: GCSE sciences & maths
Year 12, Bedford Modern School: A level maths
Year 11, Sharnbrook Upper School: GCSE sciences & maths
Year 8, Bedford High School for Girls: Key Stage 3 English & sciences
Year 9, Mark Rutherford Upper School: Key Stage 3 English & maths
Year 6, Bedford Modern School: Key Stage 2 English
Year 13, Oundle School: A level chemistry
Year 11, Oundle School: GCSE maths & sciences
Year 8, Bedford Girls' School: Key Stage 3 maths and sciences
Year 11, Bedford Modern School: GCSE sciences & maths
Year 11, Bedford School: GCSE sciences & maths
Year 12, Sharnbrook Upper School: A level physics & maths
Year 13, Bedford Girls' School: A level maths & chemistry
Year 13, Bedford Girls' School: IB maths (standard level) & chemistry (higher level)
Year 13; Bedford Girls' School: IB maths (standard level)
Year 12, Bedford Modern School: A level maths, physics & chemistry

• Do you have an up-to-date DBS (Disclosure & Barring Service, formerly CRB) Certificate?

As with all professionals regularly working with young people, I possess a current Enhanced DBS (formerly CRB) Disclosure certificate, which is available for all clients to inspect.

• Do you belong to any professional organisations?

I am registered with England’s Department for Education as a fully qualified teacher with QTS (Qualified Teacher Status).

I am a Member of the Institute of Physics (MInstP).

Tutoring Approach

1. Diagnostic Assessment and Performance Analytics The foundation of Chris's approach lies in an initial comprehensive assessment. Every student undergoes a detailed diagnostic evaluation designed to identify strengths, weaknesses, and knowledge gaps across the targeted subjects. This assessment forms a baseline against which future performance can be measured. Data from these assessments is meticulously analysed to understand the specific areas where the student can make the most significant gains.

From this analysis, Chris builds a personalised learning plan with clearly defined objectives, setting out the pathway to the student’s desired academic targets.

1. Evidence-Based Teaching Strategies Chris utilises established techniques from cognitive science to enhance learning outcomes. His methods include:

Active Recall and Spaced Repetition: Rather than relying on rote memorisation, Chris employs active recall exercises to strengthen memory retention and deepen conceptual understanding. Using spaced repetition techniques, he schedules review sessions at strategic intervals to reinforce knowledge over time.

Interleaved Practice: By mixing topics and problem types within a single session, Chris encourages flexible thinking and problem-solving skills. This practice enhances a student’s ability to apply knowledge in varied contexts.

Dual Coding and Visual Aids: Chris incorporates visual aids such as diagrams, graphs, and concept maps to support learning. This dual coding method helps students process and retain complex information more effectively.