James Sc
"You have definitely imparted a new perspective of Psychology onto me with the sort of "higher-level" points we discussed, so I am very thankful for that."
First Year Undergraduate, Psychology
Biology
Maths
Oxbridge Applications
Psychology
Academic History
University of Cambridge, Emmanuel College. PhD, Psychology (2025)
University of Cambridge, Emmanuel College. MPhil, Biological Anthropological Science (2020)
University of Cambridge, Emmanuel College. BA Hons, Psychological and Behavioural Sciences (MA CANTAB): Double First Class; Highest Mark in Cohort
Dulwich College. A Levels: Mathematics (A*), Biology (A*), German (A*), Latin (A)
AS Levels (with A as the highest grade): Mathematics (A), Further Mathematics (A), Biology (A), Latin (A), Italian (A), German (A)
Free Standing Mathematics Qualification (A)
(I)GCSEs: English Literature (A*), English Language (A*), Mathematics (A*), Biology (A*), Chemistry (A*), Physics (A*), Latin (A*), Spanish (A*), Italian (A*), German (A*), Religious Studies (A*)
About Me
My approach to tutoring is mostly informed by the supervision system at Cambridge. I firmly believe that interest is the best motivation to learn, and consequently aim to inspire curiosity and engagement above all. I promote both these and deeper understanding of the subject matter through an interrogative and conversational approach. This allows the student to to be led by their interest, while at the same time being challenged appropriately. I use questions to lead students to linking increasingly disparate bodies of knowledge. This both stretches students and allows them to develop analytical skills which are broadly applicable in their education and wider life. A non-judgemental and conversational approach also enables us to identify and flexibly respond to areas of weakness.
Recent tuition
GCSE Maths
I provided intensive tuition to this student (King’s College School, Wimbledon) in GCSE Maths over a three month period in the run up to his exams. Although bright, an understanding gap (algebra) and shortfalls in his technique (lack of focus, attention to detail, silly mistakes) were holding him back. We remedied these issues through intensive sessions which addressed knowledge gaps, identified causes of errors, and then drilled examination technique. He achieved a 9.
GCSE Maths
I tutored this student (St David’s College, Llandudno) in GCSE Maths over a two month period while he was temporarily in London. The student had complex educational needs driven by several disabilities. The student had failed GCSE Maths twice prior, and had a number of difficulties with his understanding of the subject, as well as concentration. Most of our sessions focused on developing his concentration, and instilling an understanding in the concepts underpinning the subject. He went on to pass his GCSE.
AS Level Biology
I tutored this student (Dulwich College) in AS level Biology over a three month period during the lead up to his AS level exams. The student exhibited behavioural and motivational issues; and was disengaged from his academic work. He had failed to do much of his homework over the school year, and was predicted to fail his exam. The student had significant gaps in his knowledge, as well as extremely poor examination technique. With twice weekly meetings, I filled in gaps in his knowledge from across the whole syllabus; and then went through past papers with him as he would do any homework alone. He achieved a B in the subject, which was his best grade (he had different tutors for his other subjects).
A Level Psychology
I recently tutored this student (St Thomas’) in A level Psychology. While his understanding of the central course content was strong, he had a particular and severe difficulty with the quantitive side of the syllabus. We used our time to relearn the mathematical content through a structured, lesson approach. The student reported that the subject became much clearer to him, and that he felt significantly more confident as a consequence.
First Year Undergraduate Biology
I supervised this student (University of Cambridge) in first year undergraduate Biology for a year. While we focused on Biology, we also covered Psychology and other areas. The student was very able, and as such we focused less on technique and content. Instead, my approach was to stretch his abilities by challenging him with increasingly difficult content and questions. This paid off, and the student achieved a first in this exam.
First Year Undergraduate Biology
I supervised this student (University of Cambridge) for a year in Biology. The student suffered from several mental and physical health problems. These challenges made it difficult for her to study, and she was at risk of failing or dropping out. I was asked to provide extra support beyond the normal teaching to attempt to ameliorate the impact of these issues, over three terms. Our work covered content, writing and exam technique. In the end, she got a 2:1.
Third Year Undergraduate Psychology
I supervised this student (University of Cambridge) in third year undergraduate Psychology. Beyond the ordinary teaching, we also met to discuss his research project. Given his natural ability, our work focused on developing his ideas to allow him to achieve the highest marks. Additionally, we focused on flaws in his analysis, to complement his work ethic. This paid off, and he achieved both a first and an award for his research project.
Hobbies
I have a number of interests. I find a great deal interesting, and enjoy learning about a variety of topics via books, museums, travel, tours etc. Languages are a particularly interesting, and I enjoy not just increasing my proficiency, but also exploring how a given language functions, sounds and feels.
I have played the trombone for almost 20 years, and for the last 8 years have been part of a band which I cofounded. We perform funk, soul and jazz originals and covers of popular songs, and have been hired for dozens of gigs domestically, as well as several internationally. This is great fun socially and as a means to travel, and performance is thrilling; but I also find music deeply moving emotionally both to play and hear.
Camping provides me with a sense of connection to the natural world, and an unparalleled depth of relaxation. Small crafting projects are satisfying to complete, and are an interesting manual medium to explore. I also really enjoy board games and chess. All of the above hobbies also provide me with a sense of flow.
Testimonials
Most of my interactions have been verbal. However, I attach here an extract from an email regarding biology teaching at undergraduate level in Cambridge: “I’d like to thank you for all your hard work providing B1 supervisions to my students this year. I know it was quite a challenging year for some students but I’m glad to say that all of them passed. I know you went the extra mile and have been quite accommodating to some students, for which I am very grateful.”
“I just got my results from last year and I ranked 2nd in PBS overall and got 72% in B1. I just wanted to email to say thank you as it wouldn’t have been possible without you! Not only were the supervisions clearly of a high academic standard, but I always enjoyed them and felt them to be fun and friendly. As I’ve told you before you have definitely imparted a new perspective of psychology onto me with the sort of “higher-level” points we discussed, so I am very thankful for that.” N.B: 72% is a good first class mark.
“Thank you so much for an amazing first year, for all the help, explanations and effort you put into our supervisions. I have enjoyed biological anthropology so much, having never studied it before, and I have learnt some of the most coolest things in B1 supervisions. I hope all your work and experiments go well just as you planned! Take care and thank you so much once again!”
