Highgate School

A Level Economics

Finding the
Examiner's Eye
The Starting Point
He was a sixth form student at Highgate School, one of the most academically selective independent schools in the country, and the pressure that comes with that environment is not something that needs much explanation. He was working hard, putting the hours in and covering the material conscientiously. The frustration was that the grades were not reflecting any of that effort. His answers were knowledgeable but they were not landing with examiners the way they needed to, and nobody had yet been able to tell him precisely why.
The Discovery
What became clear very early in the sessions was that the gap between what he knew and what he was writing down was significant. He understood Economics well. What he had never been shown was how an examiner reads an answer, what they are looking for at each mark threshold and how the structure of a response either opens or closes the door to the top marks. Once that was made explicit, everything shifted. The sessions moved from covering content to training him to think and write like someone who understands the system from the inside.
The Technique
The work focused heavily on exam technique, mark scheme logic and the discipline of answering precisely what the question asks rather than everything he knew about the topic. Those are very different things, and the distinction between them is where most able students quietly lose the marks that separate a B from an A. By the time the examinations arrived, that distinction was second nature to him.
Their Words
“The sessions gave him exactly what he had been missing. He understood the subject but had never been shown how to demonstrate that understanding in the way examiners reward most." — Parent, A Level Economics, Highgate School
Dubai British School

GCSE Business Studies

Bridging Time Zones and Expectations
The Challenge
She was a GCSE student at Dubai British School, sitting the British curriculum thousands of miles from the UK and working with a time difference that made finding a consistent session time a logistical challenge in itself. Her parents reached out because the school support available to her locally was not giving her the level of focused, individual attention that the GCSE examinations genuinely require. She was a diligent student who cared deeply about her results, and that care was not yet being matched by the grades she was producing.
The Sessions
The sessions were conducted entirely online, which suited her well once the rhythm was established. The work covered the full GCSE Business Studies curriculum with particular attention to the examination technique that most students sitting the British curriculum abroad never fully receive. Understanding how a GCSE paper is structured, how marks are allocated and how to approach the longer answer questions with the precision they demand is something that requires deliberate teaching. It does not arrive simply from covering the content.
The Progress
Over the course of the lessons, her approach to the subject transformed. She became sharper, more methodical and far more confident in how she handled exam questions. The distance between Dubai and London turned out to matter very little. What mattered was the consistency of the lessons and the clarity of what was being asked of her in the examinations. Both of those things were entirely within reach regardless of where in the world she was sitting.
The Broader Picture
Working with students based overseas is something that has become a natural and rewarding part of this work over the years. The British curriculum carries the same weight and the same demands whether a student is sitting it in London, Dubai or anywhere else in the world, and every student sitting it deserves the same quality of preparation. Distance has never been a reason for a student to receive anything less than that.
Charterhouse School

A Level Economics

How One Student Found His Way Back to Economics
The Problem
When the family first got in touch, their son was sitting one of the most demanding Economics programmes in the country at Charterhouse and falling behind in a way that had begun to worry everyone around him. The major issue was, the subject had simply never been taught to him in a way that made him want to engage with it. Economics had become something he endured rather than something he thought about, and that quiet disengagement was showing up in every piece of work he produced.
The Work
From the very first session, I used a different approach. Rather than opening a textbook, the conversations began with the real world, the decisions that governments, central banks and businesses make, and why those decisions matter. The subject stopped being a collection of theories to memorise and became something he could see, question and form his own views on. The lesson grew sharper as his confidence did, and the examination technique followed naturally from that foundation.
The Shift
By the time the examinations arrived, something had genuinely changed in him. His mother wrote afterwards to say that he had not only improved but that he now wanted to take the subject further than he had ever considered before. That, far more than any grade boundary, was the result that mattered most.
Their Words
“Haris has been exactly what we needed for our son's revision sessions. He is an excellent teacher and has been helping our son enormously. Haris achieved the near impossible with our son. He made the topic so interesting that our son wants to further progress and take the subject to the next level." — Parent, A Level Economics, Charterhouse School
Portsmouth University

University Accounting

Learning the Language of Numbers
The Call
She got in touch with two Masters-level Financial Analysis assignments due and no prior background in Accounting at all. By her own admission she was a complete novice, and the deadline pressure was considerable. It would have been easy to feel overwhelmed in her position, and from her very first message it was clear that she was. What she needed was someone who knew the subject and who could make it accessible from the very beginning without making her feel behind for not already knowing it.
The Sessions
Every lesson was built entirely around her starting point. There was no assumption of prior knowledge, no rushing ahead and no moment where any question she asked was treated as anything less than entirely reasonable. The most complex concepts were broken down with the kind of clarity that actually holds up when a student sits down to write under exam conditions.
The Result
She secured two firsts in both assignments. The improvement was phenomenal. She came in with no foundation and left with two of the strongest results on her module. Receiving her message afterwards felt like the whole point of the work.
Their Words
“Haris was extremely knowledgeable and encouraging, filling me with confidence as our lessons went on. What was especially helpful was the way he explained what were complex issues into an easy-to-understand format. He went out of his way to ensure I understood the material. Consequently, I obtained two firsts in my assignments, largely due to his tutoring and support." — Masters Student, Financial Analysis, Portsmouth University
University College London

University Statistics

Breaking Through Complexity in a High-Pressure Degree
The Gap
He came to the sessions as a second-year Statistics student at UCL, capable but not yet performing at the level the course was demanding of him. The jump in difficulty between first and second year had caught him without much warning, as it does for many students who arrive at university well prepared for what they knew was coming but less prepared for how significantly the standard shifts. The material was technically rigorous and the pressure of keeping up at UCL left very little room for the kind of gradual catching up that might have been possible elsewhere.
The Lessons
The work was methodical and patient. Each concept was worked through until it was genuinely understood rather than temporarily held in place for the purpose of an exam. Statistics has a particular way of collapsing under pressure when the understanding is only surface-deep, and the sessions were built specifically to prevent that from happening. The goal was to make sure the foundations were strong enough to carry him through everything that followed.
The Message
When the results came in, the message was four words. "I got a first." There was no need for anything more than that, and nothing more was said. A first in Statistics at UCL is not a result that arrives by chance. It is the product of sustained, focused work and the willingness to sit with difficult material until it makes complete sense. He did both.