I’ve taught A-Level Chemistry for eight years, both in the classroom and through one-to-one tuition. Organic chemistry is probably my favourite part of the course to teach, particularly mechanisms and synthesis. I’m quite methodical in lessons and like students to explain their reasoning rather than just give me an answer. Near exams, we spend a lot of time looking at past papers and exactly where marks are being lost.

Hi, I’m a Chemistry tutor with five years of experience helping A-Level students online. I know calculations can become frustrating quite quickly, so I’m happy to slow things right down for moles, equilibria and pH until the method actually makes sense. My sessions are pretty relaxed, but we always finish with exam questions so I can see whether you can use the idea independently rather than just follow my working.

Before moving into tutoring, I worked in a laboratory environment, which is probably why I enjoy teaching practical chemistry and analytical techniques so much. I’ve now tutored A-Level Chemistry for six years. I usually start by finding the topics causing the most trouble, then work through them alongside exam questions. I’m particularly careful with terminology because a scientifically correct idea can still lose marks if it is expressed too vaguely.

I started tutoring Chemistry while completing my postgraduate studies and ended up enjoying the teaching side far more than I expected. Seven years later, I mainly work with A-Level students preparing for school assessments and final exams. Physical chemistry is my favourite area, especially energetics and equilibria. I use a lot of quick questions during lessons because they show me straight away whether something has genuinely clicked.

I’m a qualified Chemistry teacher and have spent more than a decade teaching A-Level students. A lot of my tutoring is with Year 13 pupils who understand the course reasonably well but need help turning that knowledge into marks. We look closely at command words, calculations and longer structured questions. I also keep a running list of recurring mistakes, which gives us something useful and specific to revisit before each assessment.

Chemistry made much more sense to me once I stopped trying to memorise everything, and that’s something I bring into my tutoring. I’ve worked with A-Level students for four years and particularly enjoy organic reactions and spectroscopy. I’ll often draw out a mechanism, rub part of it away and ask the student to finish it themselves. Lessons are friendly and informal, although I’m quite picky about working, units and significant figures.