Andrew M.

Summary: I completed a BSc (Hons) in chemistry at the University of St Andrews, and a PGCE and master's at the University of Cambridge. My master's research focussed on diagnosing misconceptions in A Level chemistry students, allowing me to clear up barriers to understanding that students may be unaware of. I have extensive experience teaching and tutoring including at top grammar schools and sixth forms. I am also an A Level chemistry examiner so I can give the most current advice on exam technique. I have a wide range of interests that enable me to relate to my students and make lessons really enjoyable.

Detail: Although I achieved all A*s at GCSE and A Level, I initially struggled with my chemistry degree at the University of St Andrews. This has given me an insight into the difficulties those studying chemistry face. This experience has taught me to be empathetic and patient when a student finds a specific concept or the wider subject challenging. Overcoming my difficulties, I was placed on the Dean's List for Academic Excellence in my final year. 

After St Andrews, I began the PGCE chemistry course at the University of Cambridge, with a prestigious scholarship from the Royal Society of Chemistry. As a qualified teacher I’ve worked in a top London grammar school where I taught KS3 science, and AQA GCSE and A Level chemistry. Following this I acquired extensive experience teaching A Level chemistry in a very selective London 6th form college, where I taught organic, physical and inorganic chemistry to the OCR A specification. 

I completed a master's degree at the University of Cambridge where the focus of my research was on identifying and correcting misconceptions in A Level chemistry. This knowledge is very useful when working to improve the understanding of students. 

I also have experience as an A Level chemistry examiner. This helps me to give more accurate advice on how to answer questions effectively, and to mark practice questions in a realistic manner. 

I take a two-pronged approach within a supportive atmosphere: I will clear up any difficulties my students have had within each topic, and help improve their exam technique for these topics. Also, we shall take a step back to build a strong understanding of the fundamentals, so chemistry becomes clearer, easier, and more enjoyable.  

As an A-level chemistry examiner, I can give practical, exam-focussed guidance. We shall begin each topic by revisiting the key ideas through questioning rather than lecturing, ensuring that my students can reason things out and retain the knowledge. Then we will apply this understanding to real exam questions, some of which I’ll set as practice and shall mark ready for the next tutoring session. 

I also use specially designed diagnostic questions—developed and refined through my master’s research at Cambridge—to uncover and correct misconceptions about chemistry fundamentals that often hold students back. Once these are resolved, progress becomes much faster. 

I believe learning works best when my students feel comfortable and engaged. I aim to create a relaxed, friendly environment where any question can be asked, and mistakes can be made without embarrassment. I use humour, analogies and examples (often linked to my students’ own interests) to keep lessons enjoyable and effective.