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AS Level Italian Tutors

Compare profiles filtered for Italian and AS Level, clarify the learner’s current qualification, and choose on course fit, experience, availability, rate and rapport.

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Compare Italian tutor profiles filtered for AS Level, then confirm the learner’s actual qualification and awarding body before choosing exam-specific support. The former Pearson Edexcel AS Italian qualification was withdrawn after summer 2020, so the directory label is a starting point rather than proof of a current standalone AS course. Compare current profile evidence for course fit, Italian skill strengths, teaching background, availability, rate and rapport, or ask Latimer for help when the filters are not enough.

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  • Italian
  • AS Level
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  • Subject expertise matched to the learner’s course and level
  • Clear explanations, worked examples and targeted practice
  • Lessons focused on the named topics, question types and assessed skills

Available tutors

Compare AS Level Italian tutor profiles

Profiles are filtered by Italian and Latimer’s AS Level category. The shortlist is configured to request profiles marked available and uses the directory’s tutor-score order, but neither the label nor the order confirms a current qualification, exam-board fit or individual suitability. Compare current profile evidence for relevant experience, availability, rate, teaching approach and rapport.

Portrait of Paola Marcon

Paola Marcon

Italian, Sociology, and English as a Foreign Language Specialist

EDINBURGH

£35.00 per hourDBS checkediAccepting enquiries
ItalianSociologyTEFL: Teaching English as a Foreign Language
  • Holds more than 10 years’ of experience teaching Italian and English.
  • Holds a Masters Degree in Sociology from the University of Trento.
  • To progress towards her CEDILS to become a qualified Italian teacher.
  • Native speaker of Italian.
  • Assessor and Examiner for English and Italian exams.
  • Paola holds the CELTA and TEAP certificates (teaching English for academic purposes).

Paola is an italian tutor and english tutor with 10+ years’ experience teaching all levels online and face-to-face; a native Italian speaker with CELTA/TEAP and examiner experience. She is also a sociology tutor for GCSE and A Level, with an MA in Sociology (University of Trento).

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Paola.

View Paola’s profile
Portrait of Leon Eric Avrutin

Leon Eric Avrutin

English, MFL and Geography Specialist

York, United Kingdom

£25.00 per hourDBS checkediAccepting enquiries
11+ (general)English as a foreign LanguageEnglish LanguageEnglish Literature+8 more
  • Holds a Postgraduate Diploma in Law.
  • Leon also holds a Bachelors degree in Modern Languages, Literatures, and Cultures from the University of Padua, Italy.
  • Holds experience teaching students One-2-One, in small groups, online, and in person.
  • Leon isn't a formally qualified teacher, but does have experience working within the classroom, with individual pupils struggling with their courses.

Leon Eric Avrutin is an English tutor and French tutor for KS2–GCSE, also teaching Geography and Italian. BA in Modern Languages (University of Padua) with a PGDip in Law; offers online tutoring or in person, with lesson reports and optional homework.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Leon.

View Leon’s profile
View more Italian tutors for AS LevelStart my tutor search

What “AS Level Italian” means on this page

People still search for AS Level Italian tutors, and Latimer’s directory uses AS Level as a level label. That label is useful for finding potentially relevant profiles, but it does not by itself identify a current standalone UK qualification.

For Pearson Edexcel, the standalone AS Italian qualification was withdrawn. Pearson’s notice states: “The final assessment opportunity for these qualifications will be summer 2020.” The Department for Education record for qualification 60309817 is archived. Pearson continues to offer full A Level Italian 9IN0, which should be described as A Level rather than renamed AS.

AQA currently lists Italian at GCSE, while OCR’s current AS and A Level catalogue does not list Italian. Scotland uses National 5, Higher and Advanced Higher. A learner in Northern Ireland should confirm the current qualification with their school or centre before relying on AS wording.

Before choosing exam-specific tuition, ask for the exact qualification name, awarding body and code. That check helps prevent a tutor and learner from working from withdrawn or mismatched materials.

  • Treat AS Level as the learner’s search or directory label until the actual course is confirmed.
  • Use current A Level material only for a learner who is genuinely following that A Level qualification.
  • Share the qualification name, awarding body and code with a tutor before agreeing exam-specific goals.
  • Use human matching when the course description is unclear.
Pearson Edexcel AS Italian
Withdrawn; Pearson states that the final assessment opportunity was summer 2020, and the DfE record is archived.
Pearson Edexcel A Level Italian
Current qualification 9IN0; relevant only when the learner’s course has been confirmed as A Level.
Other UK routes
AQA currently lists GCSE Italian, OCR does not list Italian at AS or A Level, and Scotland uses National 5, Higher and Advanced Higher.
Unclear course label
Ask the school or centre for the exact qualification, awarding body and code before choosing exam-specific tuition.

Next step

How to compare AS Level Italian tutor profiles

The tutor list is filtered by Italian and Latimer’s AS Level category. It is configured to request profiles marked available and uses the directory’s score-based order. The public label is “Tutor score: high to low”, but the directory page does not explain the score inputs. Treat the order as a way to arrange profiles, not as a verdict on quality or individual fit.

A profile can support tutor-specific facts such as current rate, availability, subjects, levels, qualifications, badges, ratings and stated experience. It cannot prove a current AS Italian qualification, a particular exam board, every language skill or a promised outcome.

Start with the learner’s actual qualification, then compare profiles across the criteria below.

  • Confirm the exact qualification, awarding body and code.
  • Check experience with the learner’s current specification and assessment components.
  • Compare Italian skill strengths, teaching approach and feedback methods.
  • Use credentials and examiner experience only where the profile supports them.
  • Confirm availability, current rate, lesson format and introductory fit.
  • Discuss safeguarding, accessibility and parent logistics where relevant.
Qualification and board
Ask for the exact course name, awarding body and code before judging exam-specific suitability.
Current specification fit
Check whether the tutor knows the learner’s current papers, themes, works, speaking requirements and official materials.
Italian skill strengths
Compare speaking, listening, reading, grammar, translation, analytical writing and independent-research support.
Background and credentials
Use current profile evidence for teaching qualifications, subject expertise and relevant examiner experience.
Approach and independent practice
Ask how the tutor diagnoses gaps, explains corrections, sets priorities and reviews work between lessons.
Practical fit
Confirm availability, rate, online format, rapport, safeguarding and any accessibility needs.

Current Italian course demands and useful lesson goals

Once the learner is confirmed to be following current Pearson Edexcel A Level Italian 9IN0, official assessment materials provide a useful basis for discussing lesson goals. They should not be presented as a live AS syllabus.

Current A Level assessment covers listening, reading, translation in both directions, written responses to literary or film works, and speaking with an independent-research element. These requirements justify targeted practice in grammar, vocabulary, inference, analytical writing, spontaneous discussion and research organisation.

There is no reliable official evidence that one of these is the most common difficulty. A stronger approach is to use recent work and teacher feedback to identify the learner’s specific gap.

  • Listening for main points, detail, inference and register
  • Reading and vocabulary in context
  • Translation from Italian to English and from English to Italian
  • Grammatical range, syntax, accuracy and idiom
  • Analytical writing on prescribed cultural works
  • Spontaneous speaking and follow-up discussion
  • Independent research planning and oral discussion

  • Paper 1

    Listening, reading and Italian-to-English translation; 40% of current Pearson A Level Italian 9IN0.

  • Paper 2

    Written responses to works and English-to-Italian translation; 30% of current Pearson A Level Italian 9IN0.

  • Paper 3

    Speaking, including independent research; 30% of current Pearson A Level Italian 9IN0.

Pearson A Level Italian specification

Tutor, qualified teacher or examiner?

Latimer’s FAQ is explicit: “Qualifications vary between tutors.” A language specialist, qualified teacher or examiner may each be suitable, but the label alone does not determine fit.

An Italian specialist may bring depth in grammar, translation, conversation and cultural knowledge. A qualified teacher may bring formal classroom and curriculum experience. Current, relevant examiner experience can help with assessment expectations. Each claim should be visible on the individual profile and checked for the correct board, qualification and recency.

Course fit, Italian skill strengths, teaching approach, availability and rapport usually matter more than a credential in isolation.

  • Check the individual profile rather than assuming a shortlist-wide credential.
  • Ask which qualification, board and period any examiner experience relates to.
  • Treat native-speaker, SEND and specialist wording as profile-specific evidence.
  • Use the introductory meeting to test whether the tutor can explain the learner’s course and priorities clearly.
Italian specialist
Compare stated language experience, skill strengths and relevance to the learner’s current course.
Qualified teacher
Use only where the current profile explicitly shows qualified-teacher status.
Examiner experience
Check the board, qualification and recency; do not assume it from general tutoring experience.
Profile evidence
Treat credentials, badges, rates, reviews and availability as current tutor-specific information.

Next step

Rates, value and other support options

No fixed AS Level Italian tutoring price is supported. Latimer tutors set their own rates, and the current profile is the right place to check price before making contact.

Compare like with like: hourly rate, lesson length, course fit, preparation or follow-up, availability, teaching approach and the amount of independent work expected. A higher rate is not proof of better fit, and a lower rate is not proof of lower quality.

One-to-one tuition is useful when the learner needs diagnosis, targeted practice and direct feedback. A formal course, school support or official self-study materials may be more suitable when the need is structured enrolment, classroom continuity or independent revision. The right choice depends on the actual problem.

  • Check the current rate on each tutor profile.
  • Compare like-for-like lesson length and online format.
  • Weigh price alongside qualification fit, availability and teaching approach.
  • Choose the support model that matches the learner’s goals and preferred way of working.
One-to-one tutor
Personalised diagnosis, targeted practice and direct feedback; compare the current profile rate and fit.
Formal course or college
A structured programme that may suit learners seeking enrolment rather than an individual tutor.
School support
Useful for course-specific guidance but constrained by available classroom time and provision.
Official materials and self-study
Useful where the learner can identify priorities and work independently; tutoring may add diagnosis and accountability.

Next step

Compare tutor profiles

How tutoring works with Latimer

Latimer uses a direct-contact, pay-as-you-go model. Families can browse profiles, message a tutor or request matching, then use a free introductory meeting to discuss the course, goals, availability and fit before paid lessons. Latimer describes the service as having “No starting fees or packages”.

Lessons are arranged with the tutor. The current platform process includes lesson reports, while homework, platform choice and the depth of follow-up can vary. If the fit is not right, Latimer’s current FAQ says learners are not tied to a long-term contract and can return to the directory.

Payment, cancellation and rescheduling details can vary at tutor level. Check the current FAQ and agree the arrangement before starting.

  • Browse profiles filtered for Italian and AS Level.
  • Message a tutor or ask Latimer for matching help.
  • Use the free introductory meeting to discuss goals, availability and fit.
  • Agree lesson arrangements directly with the tutor.
  • Review lesson feedback, progress and next steps.
  • Reassess fit and return to the directory if needed.

Next step

Online Italian lessons, parent involvement and safeguarding

Latimer is online-first and currently uses Microsoft Teams as the default lesson platform, with alternatives possible by agreement. Online Italian tuition can include live speaking, shared texts, translation correction, screen-shared feedback and structured independent practice.

For a younger learner, agree the platform and timetable and make sure a parent or guardian knows when the lesson is taking place. Latimer’s current FAQ states that tutors must hold an Enhanced DBS check with the Children’s Barred List as part of onboarding; the linked safeguarding policy is the current reference for safety information.

SEND experience and accessibility skills must be checked on the individual profile or through matching. Formal exam access arrangements are separate from tutoring: JCQ says they are “based on evidence of need and how a student normally works.” A tutor may help a learner practise an approved arrangement but cannot grant or guarantee one.

A tutor’s town or city does not establish local in-person availability. Confirm any in-person arrangement directly.

  • Ask how speaking practice and follow-up questions will be handled online.
  • Ask how written work, corrections and translations will be shared.
  • Ask what lesson report or progress information is available.
  • Confirm platform, timetable and parent or guardian logistics before starting.
  • Use matching for SEND, accessibility or in-person preferences that the filters cannot encode.

Next step

A useful first lesson and a focused short plan

The introductory meeting is for fit and logistics. A useful first paid lesson can then move from the actual course to recent evidence, a specific problem and one clear lesson goal.

For example, the tutor might review a translation, speaking feedback, a timed response or a grammar pattern; model a better approach; guide the learner through practice; and agree a manageable independent task. The exact sequence should change with the learner.

The same principle can shape a short plan: focus on one or two priorities, review progress after several lessons, and adjust. Homework and lesson-report depth vary by tutor, so ask how work between sessions will be used.

  • Confirm the exact course, board, stage and immediate goal.
  • Review a recent translation, speaking note, essay or teacher feedback.
  • Model one technique and practise it with guided feedback.
  • Agree a manageable independent task where appropriate.
  • Review whether the plan is working after several lessons and adjust.

  • Confirm

    Establish the current qualification, board, stage, deadline and learner goal.

  • Diagnose

    Use recent evidence to identify a specific language or assessment problem.

  • Target

    Practise a focused technique with explanation, modelling and feedback.

  • Review

    Check progress, independent practice and next priorities without promising a fixed timetable.

Availability, timing and lesson frequency

Availability is live profile information. The shortlist is configured to request profiles marked available, but the learner should still confirm the desired times and intended start directly with the tutor.

There is no universal lesson frequency or lesson count. Regular speaking practice, occasional written-work review and a short period before an assessment can need different rhythms. Budget, independent practice, school workload and the tutor’s advice all matter.

Agree an initial rhythm, then review whether it is useful. Avoid buying a fixed number of lessons on the assumption that it will produce a particular grade, confidence level or fluency outcome.

  • Regular speaking practice may need a different rhythm from occasional written-work review.
  • A short period before an assessment may be organised differently from longer-term language development.
  • The tutor and learner should review whether the chosen frequency is useful and affordable.
  • No fixed number of lessons can guarantee a grade, confidence or fluency outcome.

Realistic outcomes and learner responsibility

Tutoring may support clearer understanding, more accurate Italian, stronger practice habits, better use of feedback and more focused preparation. It cannot guarantee a grade, fluency, confidence, motivation or a fixed pace of progress.

A strong plan gradually transfers responsibility to the learner through modelling, guided practice, self-checking and reflection. For assessed essays, speaking research or other submitted work, the tutor may explain, question and give feedback, but the final work must remain the learner’s own.

Parents can help by sharing correct course details, supporting lesson logistics and reviewing progress without turning every session into additional pressure. Formal access arrangements remain with the school or exam centre.

  • Support can be targeted and evidence-led.
  • Progress varies with starting point, practice, time, course demands and tutor fit.
  • The learner remains responsible for assessed work and independent study.
  • Formal access arrangements remain the responsibility of the school or exam centre.

Need help confirming the course or finding the right tutor?

Use human matching when the directory cannot express the full need. Share the exact qualification name, awarding body and code where known, the learner’s Italian goal, current timetable, budget and any credential, SEND or accessibility preference.

The matching request lets you explain whether “AS Level” means historic AS terminology or current first-year A Level support, as well as schedule and budget. It should not be treated as a promise of a particular tutor, response time or outcome.

Next step

Ask Latimer to help match a tutor

Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

Is AS Level Italian still available?

For Pearson Edexcel, no. Pearson withdrew the standalone AS Italian qualification and states that its final assessment opportunity was in summer 2020; the DfE record is archived. Pearson still offers full A Level Italian 9IN0. Scotland uses National 5, Higher and Advanced Higher rather than AS Level, and a learner in Northern Ireland should confirm the current qualification with their school or centre. Ask for the exact qualification name, awarding body and code before booking exam-specific support.

Is AS Level Italian the same as the first year of A Level Italian?

Not formally. Reformed AS qualifications are standalone and do not contribute to the corresponding A Level result. Historical Pearson materials show that early A Level content once overlapped with the former AS course, but that does not reopen the withdrawn AS Italian qualification. A learner in the first year of current A Level Italian should be described as following that A Level course.

How do I confirm the right qualification and exam board?

Ask the school or centre for the exact qualification name, awarding body and code. Share those details, the learner’s current stage, recent feedback and the type of support needed with the tutor or matching team. Do not rely on the AS Level directory label as proof of a current specification.

What do the Italian and AS Level filters—and the tutor score—actually show?

The subject and level filters show Latimer directory relevance for Italian and its AS Level taxonomy. They do not prove a current national AS Italian qualification, a particular exam board, a credential, price, reviews or outcomes. The shortlist is configured to request profiles marked available, but availability is time-sensitive and should be confirmed with the tutor. The list uses the score-descending order shown in the directory as “Tutor score: high to low”; the directory page does not explain the score inputs, so the order should not be read as a quality or suitability judgement.

What can a tutor help with in current A Level Italian?

After confirming that the learner follows current A Level Italian, possible areas include listening, reading, translation in both directions, grammar, vocabulary, analytical writing on cultural works, spontaneous speaking and independent research. These are possible lesson goals, not a universal programme and not the syllabus of a live standalone AS qualification.

Do I need a qualified teacher or examiner?

Not necessarily. Qualifications vary between tutors. Compare the learner’s actual course, the tutor’s relevant Italian strengths, teaching approach, feedback methods, availability and rapport. Use qualified-teacher or examiner wording only where the individual profile explicitly supports it, and check the board, qualification and recency of any examiner experience.

How much does Italian tutoring cost?

There is no fixed AS Level Italian price. Latimer tutors set their own rates, and the current profile price is the relevant figure before making contact. Compare the rate with course fit, experience, availability, lesson length, format and the likely amount of support needed rather than treating price as a quality score.

Can I speak to a tutor before booking, and what if plans or fit change?

Latimer currently says tutors offer a free introductory meeting before paid lessons. It is normally a conversation about the course, goals, availability and fit rather than a free teaching lesson. The service is described as pay-as-you-go, and the current FAQ says learners are not tied to a long-term contract. Tutors generally operate a 24-hour cancellation policy, with refunds or rearrangements inside that period at the tutor’s discretion, so confirm the individual arrangement before starting.

How soon can lessons start, and how current is tutor availability?

Availability is a live directory or profile state and can change. Confirm that the tutor is accepting enquiries, can meet at the required times and can start when needed. The page does not promise immediate starts or a particular refresh schedule.

How often should lessons take place, and how many might I need?

There is no universal frequency or lesson count. The right rhythm depends on the specific language or assessment problem, the time available, budget, school workload, independent practice and tutor advice. Agree an initial plan and review its usefulness after several lessons rather than relying on a fixed package or grade promise.

Are online lessons suitable for Italian speaking and written work?

They can be. Latimer is online-first and currently uses Microsoft Teams as the default platform, with alternatives possible by agreement. Ask how the tutor will run spontaneous speaking practice, share written work, correct translations and report progress. A tutor’s location does not by itself prove local in-person availability.

Can a tutor support SEND or formal access arrangements?

Check profile-specific SEND experience or qualifications rather than assuming that every tutor has specialist expertise. A tutor may adapt ordinary teaching, support learning and help a learner practise an already approved arrangement. Formal access arrangements are based on evidence of need and the learner’s normal way of working and are decided through the school or exam-centre process; a tutor cannot grant or guarantee extra time, a reader, a scribe or another formal adjustment.

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