22 years successfully trained teachers and taught students for highest grades consistently

I have successfully taught Chemistry (Biology and Physics) for 22 years: my students this year all receiving A*/A. There is a different approach required for diagnostic teaching of A level vs GCSE which many realise later in the year. My approach utilises both my successful teaching and leadership in science (both as head of department and Assistant Head), and medicine background, as well as my experience with examinations to train students for top grades. As with my current students, we use the syllabus to guide the plan for the year; use past paper questions and my own tailored diagnostic activities to support progress, and fill any gaps in learning. I have had to train teachers to tailor such methods for their students, and my private lessons are no exception to this.

To ensure engagement, lessons are under the shade of application and context (e.g. stem cell research to solving organ donation crisis, or application of organic and electrochemistry to solve both energy crisis and sustainable development).

Adding relevance to real-life application helps focus and absorption of material, but this approach also allows the session to be simultaneously diagnostic so I can see any gaps or misconceptions. Once these are identified and dealt with, students then utilise higher order questions to deepen understanding and achieve mastery.

Furthermore, practicals account for atleast 33% of the papers hence these are addressed alongside the theory. Feedback is given throughout the session and the student is trained to evolve thinking.