Jaime Leigh

I am a dedicated psychology and criminology teacher, looking to support curious and passionate students, whilst studying my Masters degree in sport psychology. I thrive in working with students who are as committed to their success as much as I am.

Tutoring Experience

I am a qualified secondary school teacher, with three years experience in teaching the AQA specification for psychology and the WJEC specification for criminology. Within these three years, I have facilitated interventions and revision sessions to enhance students' success beyond lesson time. This means that I am well-equipped with experience to give students personalised and tailored sessions to help them achieve their full potential. I am also adept in using AQA mark schemes and can therefore offer specific and accurate guidance and feedback in relation to all assessment objectives (AO1, AO2 and AO3).
My specialisms lie within Paper 1 topics including: memory, social influence, attachment and psychopathology; Paper 2 topics including: approaches and biopsychology and Paper 3 topics including: schizophrenia, aggression and cognition and development.
So whether you're tackling synaptic transmission or trying to finesse Freud, I am here to help with understanding, essay writing, application and evaluation skills and all things human behaviour.

Tutoring Approach

I think positive working relationships are super important to help students feel safe and comfortable to try and make mistakes; this is why I place a large emphasis on rapport building and understanding of what works best in initial stages.

I like to make my lessons engaging and interesting and will help you break down some of your most difficult topics, whilst challenging you to reach your full potential. This will include recap activities between sessions, discussion points, interactive tasks (e.g., key term bingo, mini quizzes, true/false etc.) and exam practice. For example if we were tackling synaptic transmission a typical lesson would begin with some tutor-led explanation alongside diagrams and videos to help visualise learning. I would then use an activity to check for understanding, such as a match-up task/ordering steps Beyond this, I would ask students to summarise the key points verbally or in written form. Once all learning has been consolidated, we would look at an exam question together and decode it before planning an answer. Students would then be timed to write their response and tutor feedback would be provided.