Adam

I have over a decade of experience teaching maths and physics, and supervising undergraduate and postgraduate students at top UK universities, including Newcastle, Manchester, and Leeds. I hold a PhD in Theoretical Quantum Electrodynamics from the University of Leeds, awarded with special recognition of excellence, and a first-class Master’s degree with honours in Theoretical Physics. Familiar with all major UK exam boards, OCR, AQA, Cambridge, and Edexcel, I provide tuition in A-level Maths, Further Maths, and Physics. I am similarly well-versed in the IB maths syllabus at both Standard and Higher levels. I also provide tuition in undergraduate theoretical physics and applied maths.

My teaching style is rigorous, supportive, and highly personalised. I focus on building a strong connection with each student and adapting my approach to suit their goals and learning style — whether that’s sharpening exam technique, building mathematical fluency, or tackling challenging theoretical material. Lessons are interactive and methodical, with clear explanations and space to develop critical thinking and academic confidence. I have successfully helped students from humble beginnings progress to the next stage of their education at the highest level.

Outside work, I spend most of my time with my two young daughters (1 and 4). We love animals, the pub, and walking our dog, who also loves the pub. I like getting to know people. I cycle (in fair weather only!). I’m a casual gamer (board and console). I’m a (terrible) guitar player and an even worse dancer, but I try both occasionally.

Tutoring Experience

My experience includes extensive work with sixth-form students. I ran placements for A-level students every year for nine years at Newcastle University and the University of Manchester. These placements involved designing and delivering an intensive ten-day course introducing advanced undergraduate material to A-level students, demanding deep knowledge of A-level and IB Maths, including algebra, calculus, mechanics, and statistics. I have tutored numerous students from different backgrounds, several of whom have progressed to top universities, including the University of Oxford, supported by academic mentoring and UCAS references I provided.

At Newcastle University, I taught undergraduate modules in mathematics and quantum theory and served as module leader for a Master’s course in quantum information. I supervised BSc, MSc, and PhD students, providing step-by-step guidance through research projects and dissertations, and I co-supervised PhD work at the University of Bristol’s Quantum Engineering CDT. I advised group projects and assessed final-year undergraduate work across a wide range of theoretical topics. I also hosted numerous summer research interns seeking a competitive edge for postgraduate study, who have gone on to study at top HE institutions such as ETH Zurich and the University of Sussex.

Tutoring Approach

I firmly believe that every able mind is capable of grasping advanced scientific and mathematical concepts, but since no two people learn in the same way, I adopt an approach to tuition that is centred on the individual. I get to know my students: where are they coming from, and what specific support from me will best help them to reach their goals? What specifically will they need in order to practise and consolidate their learning, and how will I know they are progressing? By answering these questions, I identify concrete learning outcomes, against which I backward align teaching activities and assessments. At the more granular level of individual lessons, learning outcomes are informed by the student’s prior knowledge and exposure, their level of preparation, and what they need to have mastered to progress at any later stage. I then teach adaptively, responding to students’ needs as they develop understanding and confidence. Having designed and supervised intensive courses for A-level students, my tuition results in rapid mathematical maturation, enabling students to reach their full potential. Success requires more than a knowledgeable teacher and well-constructed resources, however, because active learning always risks open failure, and with that, self-exposure (D. M. Bauer Pedagogy (2007) 7 (2): 157–170). An effective tutor supports students in a way that makes them feel comfortable and empowered to engage actively. I strive to nurture growth and a growth mindset in my students, which requires a strong foundation of core knowledge, followed by investment from both student and teacher. Seldom is something of true value obtained easily.