I’ve tutored for over six years across:

• GCSE Biology, Chemistry, and Physics
• A-Level Biology and Chemistry
• IB Biology
• UCAT, medical school interview, and personal statement preparation

This past academic year, all of my students met or exceeded their target grades. Recent results include lifting a GCSE Biology student from a grade 6/7 to a grade 9, taking an A-Level Biology student from a grade C in Year 12 mocks to a final grade A, supporting five students to offers for Medicine at Oxbridge through interview preparation, and preparing two UCAT students who met all their offers at Russell Group universities. I work in both online and in-person formats, and I also mentor university students in academic skills, revision, and applications.

I grew up in Reading with a love of science that I’ve never really grown out of, and which now sits at the centre of both my career and my teaching. At school I achieved 7 As and 5 As at GCSE, including As in Biology, Chemistry, and Physics, followed by A-Levels in Biology, Chemistry, and Physics with the top grades in my cohort for the sciences.

I went on to earn a BSc in Biomedical Science from Queen Mary University of London, finishing in the top 15 of my cohort, and then an MSc in Cancer and Molecular and Cellular Biology at the Barts Cancer Institute. My undergraduate research on mutations causing non-small cell lung cancer contributed to a published oncology paper, and my Master’s focused on immunological mechanisms in cancer. That research background shapes how I teach: I want students to understand not just what the science says, but how we come to know it.

After my MSc, I spent two years as a medical writer for renowned agencies, working on projects for global pharmaceutical companies including Pfizer and AstraZeneca. The whole job was distilling difficult science into something clear and accessible, which is exactly the skill I draw on most when I teach. I’m now studying Medicine (MBBS) at Barts and the London, and I’ve been tutoring science alongside my studies for over six years.

I believe every student learns differently, so I tailor how I teach to the person in front of me rather than working from a fixed script. I break complex ideas into manageable steps, use real-world and clinical examples to make the science come alive, and teach in an active, question-led way so students are genuinely thinking rather than passively listening. A lot of my work focuses on exam technique, since at every level there’s usually a gap between what a student knows and what they manage to get down on paper, and closing that gap is often what lifts a good grade to a top one. I also teach evidence-based revision methods (such as retrieval practice and spaced repetition) so students leave with skills that outlast our sessions. Above all, I want my students to feel confident, capable, and genuinely interested in what they’re learning.

I’m familiar with the AQA, Edexcel, and OCR specifications and tailor exam preparation accordingly.

I’m a full-time medical student, so my tutoring tends to fit around evenings, weekends, and after school. Outside of medicine, I’m an avid reader with wide-ranging tastes, and I founded a book club at university that grew to fifty members by my final year. I also write creatively and have had two poems selected for anthology publication. I think both feed back into teaching: a love of language helps me explain things clearly, and the thing I most want to pass on to my students is simply a love of learning.