Philip

• Having completed both my PGCE and Master's degree at Cambridge university in 2015 I have spent the past ten years teaching and tutoring the three sciences at GCSE and Biology at A-level (my undergraduate degree subject). I also have much experience guiding year 13 students through their UCAS applications, helping with personal statements and writing references. My most recent position was teaching science at Eton college, one of the most prestigious colleges in the world.

• I have worked in UK state and independent schools as well as international schools in Oman and Thailand, including as head of science at Bromsgrove international school, Thailand. I have led several cohorts through their double/triple award science GCSEs and Biology A-levels with outstanding results - many of my students are now studying STEM, medicine, dentistry and psychology degrees at top UK universities. I have experience with all the major exam boards.

• Observing and mentoring other science teachers has allowed me to hone my own teaching and I enjoy finding new techniques to break down the content and to deliver the information in interesting and understandable ways which will allow my students to make faster progress, to hit the marks in the exams and to ultimately improve their grades.

• I take the time to get to know my students as individuals, to understand how best they learn as well as their goals and tailor my teaching accordingly.

• I make use of google classroom to share notes, practice questions and additional support so that students can refer back to previous lessons and build up a library of resources to use when it comes to their own personal revision. I also develop a personalised scheme of work to take my students through from the start of their tuition to the exam(s) to ensure that all the required content is covered.

• I strive to make links between new and covered content in order to develop a fuller understanding of the subject and hope that my students will achieve a level of understanding where they implicitly know which questions to ask next!

• I have all 5 star reviews across the various teaching platforms and am still in touch with many of my students who are now embarking upon their careers and of whom I am very proud. I regard myself as not just a tutor but also a mentor and see great value in my work.

• Outside of science I enjoy travel, sports (running, cycling and rugby) and am a licensed night-rated pilot flying Cessna and Piper aircraft throughout the UK and beyond I also have a passion for classic cars and motorsport.

I have the ability and experience to inspire and look forward to hearing from you soon!

Tutoring Experience

10 years post PGCE experience teaching/tutoring the three sciences at GCSE and A-level Biology in addition to AS Physics. My teaching experience includes two years at Queen Ethelburga's college, UK, three years as lead science teacher at AGS Muscat international school, Oman, two years as head of the science department at Bromsgrove international school, Bangkok, Thailand and most recently as science teacher at the King's school Canterbury followed by Eton College, Windsor.

3 years experience as an English language teacher/tutor working with students of all ages and levels in Portugal, China, Belgium and the UK.

Throughout this period I have tutored students towards their GCSEs and A-levels both in-person and more recently, online.

Tutoring Approach

Any good teacher knows there's no such thing as 'one size fits all' method of teaching, while teachers will have their personal preferences, a good lesson should be tailored to the content and student(s) being taught and as such the way one approaches a GCSE Physics topic such as kinetic energy will be very different to how one approaches A-level enzyme kinematics.

My teaching does however stick to a few key principles:

• Lessons must have a question as an objective: without an objective a lesson may drift off-course, it quickly becomes impossible to measure the success of a lesson when it has not had a clear focus, both teacher and student need to know at the beginning of the lesson what is the key question they are trying to answer in order to understand whether the lesson has been successful!

• Lessons must review and build upon what came before: It's much easier to remember and understand new ideas when you approach them as a story. Stories have a beginning, middle and end, and so does your understanding of a concept; however it becomes impossible to understand a whole story if you've forgotten or misunderstood the previous page. As teachers we must constantly review what came before in order to build deeper understanding and to ultimately have access to this knowledge through long-term memory when exam time comes.

• Lessons must be a continual dialogue: Thorough understanding is built actively not passively and tuition allows far greater scope for active dialogue with the teacher than any secondary school classroom. My lessons progress though dialogue with the student and will alter course when it is clear a topic needs further explanation. Where students may become lost in a school setting as a teacher follows a fixed plan from beginning to conclusion, tuition provides the flexibility to allow the tutor to know the student's live understanding through continual dialogue and to alter the plan accordingly.

I take the time to discuss and to get to know how best my new students learn in order to develop schemes of work and lessons to help them reach their goals, I pace the lessons accordingly and avoid the lazy 'death by powerpoint' approach which is all too prevalent in today's higher education settings. In order to truly achieve all the above the teacher must of course have a detailed understanding of the content being taught, only a thorough understanding will allow the teacher to approach the topics from multiple perspectives as is required by different students, I believe the academic qualifications of the teacher are key to ascertaining their foundational knowledge.

All students will be added to an online classroom account where notes, past exam papers, mark schemes (where required), homework tasks and videos are shared.