Mohamed - Engineering tutor - London
1st lesson free
Mohamed - Engineering tutor - London

Mohamed's profile, diploma and contact details have been verified by our experts

Mohamed

  • Rate £50
  • Response 1h
Mohamed - Engineering tutor - London

£50/hr

1st lesson free

Contact

1st lesson free

1st lesson free

  • Engineering
  • Software Engineering

Senior Software Engineering tutor — Dynamically-trained, MSc | Product Management, Product Marketing, B2B SAAS, API, Cloud Architecture, AI, Electronics, university level and beyond

  • Engineering
  • Software Engineering

Lesson location

    • Online

    • at your home or in a public place : will travel up to 20 km from London

About Mohamed

I am a private Computer Science tutor with an MSc Computer Science from the University of Greenwich and an MSc Advanced Electronic Engineering from Queen Mary University of London, specialising in A-level, BSc Computer Science for students on the AQA and OCR specifications across London. I tutor the full syllabus: programming fundamentals, object-oriented design, data structures and algorithms, computer systems and architecture, data representation, networking and the internet, databases and SQL, theory of computation, functional programming, and the non-exam assessment programming project.

My background is not purely academic. I work as a full stack software engineer and AI researcher, which means the computer science I teach is computer science I actually use — data structures as the thing that decides whether a system scales, SQL as the daily language of real databases, networking as what happens when an application talks to a server, object-oriented design as how production code is actually organised. I understand the subject the way a practising engineer does: not as a set of definitions to memorise for a mark scheme, but as principles that have to be understood deeply enough to apply to a problem you have never seen before. That distinction matters enormously at A-level, where the longer questions and the NEA are designed to test exactly that.

I cover the whole A-level curriculum and I am equally effective in both halves of it: the written papers, where marks are lost to imprecise terminology and untraced algorithms, and the programming project, where students lose marks not through weak code but through weak analysis, design documentation and testing. I work with students in crisis before resits and with students who are already comfortable but want the depth that separates an A from an A*. Because I studied Computer Science at Greenwich, I can also tell a student exactly how the A-level material connects to a degree course — which topics get revisited in first year and which habits are worth building now.

I work with a small number of students at a time and take on only those committed to genuine improvement. Get in touch to discuss your specification, exam board and timeline.

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About the lesson

  • All Levels
  • English

All languages in which the lesson is available :

English

Computer science and engineering degrees fail students in a very specific way: they teach patterns to follow without the reasoning underneath them. Students learn to reproduce a sorting algorithm, apply a design pattern, or push numbers through a transfer function — and then collapse when the exam changes one assumption. Which is precisely what university exams are designed to test.

I hold an MSc Computer Science from the University of Greenwich and I am currently studying an MSc Advanced Electronic Engineering degree from Queen Mary University of London, so I teach both sides of the discipline: algorithms and data structures, operating systems, computer networks, databases, software architecture and machine learning on one hand; digital design, embedded systems, computer architecture and signals and systems on the other. The boundary between software and hardware is where most students quietly lose marks, and it is the area I know best.

My approach is diagnostic first. Before covering any material I identify exactly where the understanding breaks down — not just which topics the student finds difficult, but why. Is it the underlying mathematics: discrete maths, linear algebra, probability? A missing mental model of what the machine is actually doing when the code runs? A gap in a prerequisite module that was never closed? The answer to that question determines everything that follows.

Sessions are demanding. I use the explain-then-question method: after working through a concept, I ask the student to explain it back and apply it to an unfamiliar problem — a different data structure, a modified circuit, a specification they have not seen before. This is uncomfortable at first but it is the only reliable way to build the genuine understanding that university exams require.

For students in crisis before resits, I work intensively on the highest-yield material — past paper analysis, marking scheme awareness, and closing the specific gaps that are costing marks. For students building from a solid base, I develop the deeper understanding that separates a 2:1 from a First, and the precision in coursework and dissertation writing that examiners reward.

Within 24 hours of every session I send the student fully typed notes of what we covered, theoretical reminders on the concepts that need further attention, and a written summary of where they stand and what to focus on before next time. This is part of every lesson I teach, without exception.

I teach online and in person across London. Minimum one hour per session. Strict no-cancellation policy for cancellations under 24 hours.

Three things worth deciding on:

I dropped "Parents are copied in as standard." At Masters and undergraduate level your students are adults, and that line can read as a mismatch — or a privacy problem. If you also teach A-level, consider a separate profile section for that and keep parent copies there.

You could add one line about being a practising engineer rather than only a tutor, if that's how you want to position against academics on the platform. Say the word and I'll work it in.

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Rates

Rate

  • £50

Pack prices

  • 5h: £250
  • 10h: £500

free lessons

The first free lesson with Mohamed will allow you to get to know each other and clearly specify your needs for your next lessons.

  • 1hr

online

  • £50/h

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The first free lesson with Mohamed will allow you to get to know each other and clearly specify your needs for your next lessons.

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