Kate

Hi, I’m Kate - a recent Psychology graduate who is predicted a First-Class Honours degree from Newcastle University. I’ve always loved exploring how people think, behave, and learn, and I’m passionate about helping students engage with psychology in a clear, approachable, and practical way.

Having studied psychology both academically and practically, I understand the challenges A-Level students can face - whether that’s mastering key theories, tackling tricky research methods, or improving essay-writing skills. I’m enthusiastic, friendly, and committed to supporting students in achieving their academic goals, while making sessions engaging and confidence-building.

Tutoring Experience

While I’m new to formal tutoring, I’ve gained valuable transferable skills through various roles. At university, I frequently presented complex psychological research and data in clear, digestible ways, including an oral presentation on clinical psychology which achieved 82%. Before this, I achieved an A in AQA Psychology A-Level, and completed a psychology internship at University College London, interpreting case data and delivering evidence-based recommendations under time pressure.

Beyond academia, I’ve worked with young people as a childcare assistant and climbing ambassador, where I developed strong communication, mentoring, and motivational skills. These experiences have prepared me well for tutoring, particularly in building rapport with students, adapting explanations to different learning styles, and providing clear, supportive guidance.

Tutoring Approach

My approach to tutoring is supportive, interactive, and tailored to each student’s individual goals and learning preferences. I aim to break down complex theories and research studies into accessible, relatable explanations, using real-life examples and memory techniques to make content memorable.

I place a strong emphasis on building students’ confidence - not only in their subject knowledge but also in their exam skills. Sessions would typically include reviewing key content, applying knowledge to exam-style questions, and developing strategies for essay structure and time management. Above all, I want students to feel comfortable asking questions, making mistakes, and actively participating in their own progress.