I’ve taught A-Level Psychology for eight years, both in the classroom and through one-to-one tuition. I’m particularly interested in memory and social influence, and I enjoy showing students how the classic studies link to situations they actually recognise. A lot of my sessions involve essay planning, discussing evaluation points and working through past-paper questions until the mark scheme feels much less mysterious.

I’ve taught A-Level Psychology for eight years and particularly enjoy memory and social influence. I like using familiar situations to make studies and theories easier to understand rather than asking students to memorise everything word for word. A typical lesson includes discussion, essay planning and a few past-paper questions, with plenty of attention given to AO3 and choosing evaluation points that actually answer the question.

Research methods is the topic many of my students arrive dreading, but it’s actually one of my favourite parts of A-Level Psychology to teach. I’ve tutored the subject for four years and usually take a very practical approach to experiments, variables, sampling and statistics. Once those ideas are secure, we work through exam questions together and look carefully at where marks are gained or unnecessarily lost.

My academic background combines psychology with biological science, so I’m especially interested in biopsychology, memory and the biological explanations of behaviour. I’ve spent six years tutoring A-Level Psychology and often work with students who understand the content but find longer answers difficult. We practise turning their knowledge into focused paragraphs and selecting evidence that genuinely supports an argument.

Psychology and economics gave me an interesting mix of interests, particularly decision-making, behaviour and research. I’ve been tutoring A-Level Psychology for seven years and tend to spend quite a bit of time on evaluation because that is where many otherwise strong students drop marks. We look at what a study genuinely demonstrates, its limitations and how to turn those observations into concise AO3 paragraphs.

My degree combined psychology with language, which led to a particular interest in cognition, memory and how people process information. I’ve taught A-Level Psychology for five years and prefer lessons where students explain ideas back to me rather than simply copy notes. We also spend time taking apart 16-mark questions, planning arguments and improving weaker paragraphs. I’m happy to stay on one difficult concept until it genuinely makes sense.