Geography Examiner available for Common Entrance, GCSE & A-Level tuition. Online lessons only.

Find out more about Peter

• When did you develop an interest in your chosen field and in private tutoring?

  My interest in geography developed at school and deepened during my university studies, where I became fascinated by how physical and human processes interact to shape places and people’s lives. My interest in private tutoring grew later, when I saw how powerful personalised learning could be. One-to-one tuition allows lessons to be tailored precisely to a student’s needs, helping them build confidence, understanding and exam skills in ways that aren’t always possible in a classroom setting.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach geography across GCSE, iGCSE, A Level and Common Entrance, with particular expertise in AQA, Edexcel and OCR exam boards. I especially enjoy teaching physical geography topics such as rivers, coasts, tectonics and climate change, where students can clearly see theory applied to real-world case studies. I also place strong emphasis on exam technique, data interpretation and NEA coursework, as these areas often determine final grades. Some content-heavy sections of specifications are naturally less engaging, but I see it as my role to make them clear, structured and manageable.

• Did you have any role models; a teacher that inspired you?

  My school geography teachers were a huge inspiration. They were fully dedicated to us as students and consistently went above and beyond. In the run-up to exams, they even arranged for the school to be open at weekends so we could revise and ask questions. They took turns supervising and supporting us simply because they cared about our success. That level of commitment has stayed with me and continues to strongly influence how I tutor today.

• What do you think are the qualities required to be a good tutor?

  A good tutor needs to be understanding, adaptable and forward-looking. Feedback should not just address a specific past-paper question but also help students improve their future answers. In an exam, students will always face questions they haven’t seen before, so effective tutoring focuses on transferable skills, clear structures and confident thinking. My aim is always to ensure feedback can be applied to future work, not just to the task already completed.

• Provide a valuable anecdote related to your subject or your days at school.

  The carbon cycle is a content-heavy topic, and many students see it as something they “just have to learn.” One student once told me it was the first time they had found the carbon cycle interesting. By using different activities, diagrams and exam-style applications, the topic stopped feeling like a list of facts and started to make sense. That moment summed up my approach to tutoring: turning information-heavy content into something engaging and usable.

• What were the difficulties or challenges you faced or still facing in your subject?

  Most students develop a clear preference for either physical or human geography, which can sometimes lead them to neglect topics they find less interesting. A key challenge is ensuring students remain balanced across the full specification. Another common challenge is providing last-minute NEA support. This can be an intense and stressful period, as there is often a lot of work to review. During these times, clear guidance, structure and reassurance are essential, helping students focus on what matters most and make meaningful progress.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Alongside teaching, I enjoy playing the cello and piano, and I am an avid reader, particularly of books on medicine. I also have a border collie called Max, who students often spot lying quietly behind me during tutoring sessions. These interests help me maintain balance and creativity, which I believe positively feeds into my teaching.

• What makes you a Superprof (besides answering these interview questions :-P)?

  I take a genuine interest in my students and their progress. I want them to do well, build confidence and genuinely enjoy Geography. I value hearing how they are getting on in school and supporting them in improving their grades. Celebrating success is just as important as learning from setbacks, and I aim to create a supportive environment where students feel motivated, challenged and confident in progressing.