Specialist A-Level Physics teaching

One-to-one
A-Level Physics tuition.

Online one-to-one tuition for students studying AS or A-Level Physics, including Cambridge International Physics (9702). In-person tuition is also available by individual arrangement for students based in North East England—whether seeking greater challenge or additional support.

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30+ yearsteaching A-Level Physics

Since 2012Cambridge International Physics

QualifiedPhysics graduate and teacher

InternationalUK and international-school experience

Who tuition may suit

Different students need different kinds of challenge.

High expectations can begin from very different starting points.

New stage

Starting AS or A-Level

A thoughtful start to a demanding course, with attention to foundations, reasoning and effective habits.

Additional support

Physics has become difficult

Time to establish where concepts, mathematics, representation or examination demands are no longer connecting.

Greater challenge

Ready to go further

Deeper discussion, unfamiliar problems and space to test the limits of current understanding.

How tuition works

How one-to-one Physics tuition is structured.

We begin by establishing what the student needs, then adapt individual lessons to the work they bring.

A shared starting point

First, establish what the work needs to achieve.

Through the initial conversation and early sessions, we build an informed picture of the student. This is not a one-off test: priorities can change as strengths and less visible difficulties emerge.

Where the student is now

Their course, examination board, current understanding, strengths and important gaps.

What matters most

Immediate difficulties, approaching demands and longer-term goals.

How we work together

An appropriate pace, level of challenge, style of explanation and way of giving feedback.

How the work develops

Reviewing what is becoming secure, what still needs attention and what should happen next.

Lessons in practice

Examples of what students might bring to a lesson.

Select an example to see how a one-to-one lesson could respond.

Iain working with a student during a one-to-one Physics lesson.

A specific problem “I’m stuck on this question.” See how the lesson might develop

The student brings a particular problem or an attempt that has gone wrong. We examine their approach and identify whether the obstacle lies in the Physics, the mathematics or the interpretation of the question.

After rebuilding the reasoning, the student tries a related problem to see whether the understanding transfers.

Recent schoolwork “I need help with some work from school last week.” See how the lesson might develop

The student brings recent work from school and explains where they lost the thread. We revisit the underlying ideas using discussion, diagrams, equations and carefully chosen examples.

The purpose is not simply to repeat the school lesson, but to help the student form a clearer and more connected understanding.

An approaching examination “I have an exam coming up.” See how the lesson might develop

We identify the topics or kinds of question that need the most attention. The student works through selected problems while we examine their reasoning, use of mathematics and communication of answers.

The session finishes with clearer priorities for the student’s remaining preparation.

These are examples rather than fixed lesson formats. Whatever the starting point, the underlying process is similar: understand how the student is thinking, develop the Physics, test the understanding and agree what should happen next.

What might your child bring to their first lesson?

These examples may feel familiar, or your child may have a different starting point. You are welcome to ask a question about their particular situation before deciding whether to apply.

Ask a question

Understanding and examinations

Knowing the Physics is only part of doing Physics well.

Physical meaning and conceptual understanding
Mathematical representation and calculation
Examination language and written explanation
Unfamiliar problems that test genuine understanding
Reflection, responsibility and growing independence

The value of continuity

Teaching shaped by knowing the learner.

Over time, individual teaching can build a clearer picture of how a student reasons, where understanding is secure and where it becomes fragile. That accumulated knowledge allows support and challenge to be tuned more precisely.

Physics, independence and leadership →

For parents

Trust, clarity and appropriate involvement.

Parents feel confident that the tuition and educational approach aligns with their expectations.

Space for the student

The student needs room to question, think aloud, make mistakes and build an independent relationship with Physics.

Communication that has a purpose

Expectations can be clear and important concerns discussed without routine micromanagement of the learning space.

Commitment on both sides

Preparation and careful attention from the teacher are met by attendance, honest engagement and effort from the student.

AI and learning

Useful support should not replace the thinking.

Students need judgement about when AI can support exploration, questioning or checking—and when it bypasses reasoning they need to develop for themselves.

A concise public position will be developed later. Physics teaching—not AI—remains the offer.

Apply for tuition

Questions

What students and parents may want to know.

What is the session format?

Tuition is online and one-to-one. A standard session is 60 minutes. Weekly, fortnightly or monthly arrangements may be considered according to the student’s purpose and the agreed approach.

Is this only for students who are already very strong?

No. The tuition is intended both for students who need additional support and for capable students seeking greater challenge.

What if Physics has become difficult?

Individual attention creates time to establish what is getting in the way and shape the teaching response accordingly.

How are parents involved?

Parents should understand the purpose and expectations of the arrangement and have an appropriate route for communication, while the student retains space to develop independence.

Is independent work expected between sessions?

Purposeful independent work may be agreed when it supports the student’s aims. A genuine attempt is expected and the work can be reviewed in the following session. Between-session marking or support is not automatically included unless separately agreed.

What is the purpose of the initial conversation?

To discuss the student’s situation, aims and expectations, and establish whether there is sufficient mutual fit and commitment to proceed.

Enquire about tuition

Still have a question?

A brief question can be sent before deciding whether to apply.

Email iain@iainmackenzie.ltd

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Next step

Application for one-to-one Physics tuition.

A short application provides the starting point for considering the student’s present situation, aims, expectations and readiness to engage.