Mark

Hello there,

My name is Mark Nichols, and I am a highly skilled and passionate educator with extensive experience in teaching and leadership within secondary schools. Currently, I serve as part of the Senior Leadership Team at a newly established school, which has been open for only two years. In this role, I am responsible for whole-school teaching and learning, working closely with the school curriculum, developing the teaching abilities of all teachers, and ensuring that students receive the highest quality of education—regardless of their background.

As the Subject Lead for English, I have planned and implemented a comprehensive English curriculum that extends through to the 6th form, designed to meet the needs of the 21st century.

I recently graduated with a Master’s Degree in Educational Leadership from UCL. My studies have equipped me with a deep understanding of pushing students to achieve new heights and make positive contributions to the world. During my MA, I dedicated considerable time to researching and writing about the role of Artificial Intelligence in education. I have authored a chapter in the book "Leading Education into the 21st Century" and have delivered several talks at UCL on the rise of AI in society. I have also mastered the use of AI in creating resources and delivering efficient education to my students (see my resources).

My personal experiences, including raising a son on the autism spectrum, have fueled my dedication to providing an inclusive and supportive learning environment for all students. I am more than your traditional English teacher—I am a Lead Practitioner in the Arts, committed to innovation and excellence in education.

Please continue reading for more details about my experience and approach.

I look forward to hearing from you soon.

Best regards,
Mark Nichols

Tutoring Experience

I have taught the AQA English Language and Literature GCSE specifications for the past five years, developing keen insights into the examination process, both in terms of content and technique. I am a qualified examiner for AQA English Literature and have experience marking English Language scripts with previous Year 11 classes.

In addition to my experience with AQA, I have privately tutored students who have sat both Language and Literature exams on the Edexcel and Eduquas exam boards.

My tutoring has consistently yielded excellent results. Previous students have achieved grade A’s when I first started tutoring, and more recently, grade 9’s. These pupils typically began their studies with me working at grade 5 or above and, after an extensive program of study, attained exceptional results. I have also successfully worked with students who started at lower grades or were preparing for resits in college. These students, often starting at grade 3 or below and frequently having specific SEN needs, achieved grade 4 or higher after my program of study.

In my school experience, I have led and managed years 7-11 as a Head of Year, overseeing pastoral teams and being accountable for student standards and achievement across both KS3 and KS4. Previously, as a Lead Practitioner, I focused on fostering teaching and learning excellence, training teachers in English and staff across the school in various teaching and learning areas. Additionally, I trained English teachers in the marking and moderation of GCSE Literature scripts. In my current role as Assistant Principal in charge of Teaching and Learning, I am responsible for the comprehensive training and development of teachers school-wide, ensuring that all staff receive high-quality professional development to enhance their teaching practices and student outcomes.

Most recently, I have created and implemented an English KS3 curriculum with a particular emphasis on the development of writing skills and fostering a love of reading a wide range of texts. I have mastered the development of writing skills at KS3 and often work with KS4 students who lack the foundational skills in building better sentences from their earlier education. Through participation in National No More Marking writing examinations at KS3, I have demonstrated phenomenal progress in my students' writing skills over the past two years, regardless of their abilities. I am skilled in assessing the quality of writing, having served as a judge on the No More Marking platform for several years.

In summary, I am a highly skilled, passionate Teacher of the Arts, committed to fostering excellence and innovation in education. I am more than just your traditional English teacher—I am dedicated to making a significant impact on my students' academic and personal growth.

Tutoring Approach

I have been told by both staff and students that my approach to teaching and learning is unique. Often, my students exclaim, "you just know how to make it easier to understand,” and staff frequently seek my advice on engaging more difficult pupils and stretching the more able ones.

Firstly, it is crucial for me to establish a positive working relationship with those I teach. While this takes time, I quickly establish a strong teacher-student bond, which instills confidence in my ability to teach and allows the learning to flow. I achieve this bond with quick wins and highly positive praise that builds confidence.

Understanding pupil context is key to my approach. If your son or daughter has any specific learning needs, a low reading age, or social/emotional difficulties, I will plan a tailored programme of study to suit their unique characteristics. I firmly believe that education is a personal endeavour, and my programmes reflect each tutee's current abilities and needs.

To form a programme of study, I initially meet with potential tutees and their parents/carers for a free consultation. During this meeting, we discuss the process openly. I usually ask questions about past achievements, target grades, behaviour at school, attitude to learning, engagement with homework, and any specific learning needs. From this meeting, I can ascertain the appropriate level to pitch my work and begin the tutoring process.

For GCSE pupils, the initial focus will be on completing mock assessments. These baseline tests, marked by myself, provide a strong indicator of your son or daughter’s current working grade. Following this, I share a detailed report with both the tutee and the parent/carer, breaking down where marks were gained and lost, which then directs our personalised programme of study.

While I have vast experience in tutoring GCSE students, I also specialise in developing writing skills in earlier years. For KS3 pupils, I deliver planned lessons involving both reading material and written exercises. A typical programme of study for KS3 pupils lasts 10-12 weeks and culminates in a planned knowledge/writing test, which I then share with the parent/carer.

I take my craft seriously and strive to instill high levels of inspiration in my students. To fully benefit from my service, I recommend working with students once per week throughout Year 10 all the way to their examinations in Year 11. This consistent exposure over a long period typically yields the best results. While I can significantly improve students’ attitudes towards learning and potentially increase their overall grades by one or two in the short term, sustained engagement is key to achieving the highest outcomes.

I do not shy away from having my students redo their work if it does not meet the standard I know they can achieve. Students quickly learn that my expectations are high, both for the work completed during our sessions and the homework I set. This approach ensures that they consistently strive for excellence and make the most of their potential.

I want to stress that no two children are alike. While I have a structured approach to my teaching and learning, I am highly flexible and adaptive to the needs of those I work with. I offer extensive programmes of study that can occur weekly or fortnightly over longer periods.

Please do not hesitate to get in touch if you have any questions regarding my approach.