Hannah Louise Kelly

I am a qualified Geography teacher, examiner and former Head of Geography with more than 10 years’ experience teaching GCSE and A Level Geography.

Alongside teaching and tutoring, I examine for AQA, Pearson Edexcel, OCR and Cambridge International, giving me detailed, current experience of assessment objectives, mark schemes and the features that distinguish stronger responses from those that lose marks.

I teach students across the major UK and international specifications, including AQA, Pearson Edexcel, OCR, Cambridge International, WJEC/Eduqas and IB Geography.

I work with students at a wide range of starting points. Some students come to me because they are struggling with particular topics, exam technique or confidence and need support securing their target grade. Others are already high achievers and want the precision needed to reach Grades 8–9 at GCSE or A/A at A Level*.

Recent students I have supported have achieved A and high A grades at A Level*, including one student who achieved 107/108 on Paper 3, with students progressing to universities including Oxford and LSE.

My approach combines strong geographical knowledge with explicit teaching of examination technique. Rather than simply revising content, I help students understand exactly where marks are gained and lost and how to improve the quality of their answers.

Tutoring Style

Every student is different, so my lessons are highly targeted. I begin by identifying the student’s:
• exam board and specification
• current and target grade
• upcoming assessments or examinations
• stronger and weaker areas of geographical knowledge
• question types where they are currently losing marks
• confidence with different assessment objectives

This allows us to focus lesson time on the areas that are most likely to improve performance.

Lessons combine clear teaching of geographical content with structured exam practice. I use examiner-style questioning, worked examples, modelled responses, past-paper questions and detailed feedback so students understand not only what a strong answer looks like, but why it receives marks.

A major focus of my teaching is helping students become independent geographers. I explicitly teach students how to:

• interpret command words accurately
• apply knowledge to unfamiliar geographical contexts
• select precise and relevant case-study evidence
• develop analytical chains rather than simply describe
• interpret maps, graphs, data and other geographical resources
• make synoptic connections across topics
• evaluate evidence and arguments effectively
• reach clear, supported judgements
For extended questions and A Level essays, we focus on building a convincing argument, maintaining a clear line of reasoning and developing the quality of analysis and evaluation rather than memorising pre-written answers.

A Level Geography and NEA Support

I also provide specialist support for A Level Geography NEA coursework.
Depending on the stage of the investigation, this can include guidance with:
• refining the geographical enquiry or title
• ensuring the investigation links closely to the specification
• developing appropriate sub-questions or hypotheses
• selecting primary and secondary data
• methodology and sampling strategies
• choosing appropriate data-presentation techniques
• geographical analysis and interpretation
• drawing conclusions
• evaluating methodology, limitations and the overall investigation

My role is to guide students through the geographical enquiry process, help them understand how to improve their work and develop their geographical thinking, while ensuring that all assessed work remains independently produced by the student.

SEND and ADHD Support

I have extensive experience teaching and tutoring students with SEND and ADHD.
I adapt lesson structure, pace, explanations and resources to suit the individual student. This may involve breaking complex tasks into manageable stages, providing clear visual structure, explicitly modelling exam processes and reducing unnecessary cognitive overload.
Importantly, adapting my teaching does not mean reducing academic expectations. The aim is to make challenging geographical content and examination skills more accessible so that students can demonstrate what they are genuinely capable of achieving.

My aim

My aim is not for students to remain dependent on tuition.
I want students to develop a deeper understanding of Geography, recognise what examiners are looking for and become increasingly confident in making decisions about their own answers.
Ultimately, students should leave tuition knowing what they need to do, why they need to do it and how to apply those skills independently in an examination.