Edward

4.9 5+ students

Qualified Online Tutor | IBDP 45/45 | University of Cambridge

I’m a Cambridge Computer Science tutor specialising in TMUA, STEP, IB Maths AA and A-Level Maths/Further Maths. I scored 9.0 in the TMUA, achieved 45/45 in the IB with a 7 in Maths AA HL, and self-studied A-Level Maths and Further Maths, achieving A*s in both. I focus on problem-solving, helping students spot the right idea under exam time pressure, not just follow a method.

Teaches:IB Maths AA A-Level Maths A-Level Further Maths TMUA STEP

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Qualifications

International Baccalaureate:Qualified Online Tutor (Mathematics AA at Standard Level and Higher Level)

IB Diploma Graduate:IBDP Score: 45/45

A-Level:Qualified Online Tutor (A-Level Mathematics A* and A-Level Further Mathematics A*)

Admissions:Qualified Online Tutor (UK University Admissions, TMUA Score: 9.0 and STEP)

Degree Qualifications:BA (Hons) Computer Science | University of Cambridge, United Kingdom

Vetted Tutor

Personally Interviewed

Our tutors go through a rigorous selection process, having been interviewed to assess their teaching skills and subject knowledge. They have extensive tutoring experience with a track record of success, helping students achieve their academic goals.

Tutoring Experience

I’ve taught IB Maths students one-to-one, with lessons shaped around what they were covering in school and where they were getting stuck. I’ve used teacher feedback to choose targeted questions, then mixed short explanations with exam-style practice. Some sessions focused on clearing up a topic from scratch, while others were more like guided past-paper work. When useful, I set homework to keep older topics fresh as well, particularly before assessments or mock exams.

Tutoring Approach

I usually start by getting a clear sense of the student’s current level, goals and how much time they can realistically put in each week. From there, I build a plan that can include TMUA, STEP, IB Maths AA or A-Level exam practice. In lessons, I check the underlying topic first, then move into questions that stretch their reasoning. I prefer working through problems together at first, before gradually asking the student to take more of the lead, especially when exam questions need a less obvious first step.