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Find a geography tutor

Work on the geography that is causing difficulty: reading a map, explaining a process, interpreting data or building an answer from evidence. Find a tutor for the learner’s stage and course.

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Bring a recent piece of work and a clear priority, whether that is understanding a school topic, preparing for an exam or developing a particular geographical skill. A useful starting point is to identify where the learner’s reasoning breaks down, then agree what they should be able to do independently.

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Geography tuition enquiry

Tell us what you know, skip anything you’re unsure about, and add a short description if you skip both subject and level.

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Tutoring brief

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This form works best for one learner at one level and up to six subjects. If your circumstances are more complicated, email us at Contact@LatimerTuition.com so you can explain everything properly.

How one-to-one tuition can help

  • Reading maps and using scale without losing track of units
  • Explaining physical processes and human patterns with evidence
  • Turning fieldwork and case-study knowledge into clear answers

Available tutors

Compare geography tutor profiles

6 tutor profiles selected

Look for experience with the learner’s stage and the topic they need help with. Use the free introductory meeting to discuss a recent task and how the tutor would approach it.

Portrait of Celine Henry

Celine Henry

5.0

Qualified Geography and Humanities Teacher

London

£30.00 per hourDBS checkediAccepting enquiriesQualified teacherHigh performing tutor
GeographyGovernment and PoliticsHistoryPolitics+1 more
  • Celine holds Qualified Teacher Status (QTS).
  • Currently working on a PhD in History, and teaching a Modern History module at the University of Birmingham.
  • Holds Bachelor of Arts in Politics History from the University of Hull.
  • Holds a Master of Science in International Development from the University of Edinburgh.
  • Regularly teaches History, Politics, and Geography to KS2, KS3, GCSE and A-Level cohorts.
  • Celine is an experienced examiner and moderator for GCSE and A-Level examination boards.

Celine is a qualified history teacher and A-Level History tutor, currently undertaking doctoral research at the University of Birmingham, with experience teaching and tutoring across school and undergraduate levels.

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

Portrait of Anika Fahmida

Anika Fahmida

Mathematics, Science, and Geography Specialist

Birmingham

£30.00 per hourDBS checkediAccepting enquiries
11+ (general)BiologyChemistryGeography+3 more
  • Currently studying for her Masters of Pharmacy at the University of Brighton.
  • Holds A-Levels in Mathematics, Biology, and Chemistry.
  • Holds grade 7s (As) for Mathematics, Triple Science, and Geography (amongst others) at GCSE level.
  • Anika has professional experience tutoring KS2/3 to GCSE level cohorts.
  • Anika has received Bronze and Silver awards in the Senior Maths Challenge.

Anika Fahmida is a gcse maths tutor and maths and science tutor for KS2–GCSE, covering Maths plus Biology, Chemistry, Physics and GCSE Geography. A University of Brighton pharmacy Masters student providing patient, clear lessons with session reports and optional homework.

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

Portrait of Zakariya Balogun

Zakariya Balogun

Biology, Chemistry, and Geography Specialist

Ashford

£22.00 per hourDBS checkediAccepting enquiries
BiologyChemistryGeographyMathematics
  • Currently studying Medicine (MBChB) at the University of Birmingham.
  • Holds A, A, A for Chemistry, Biology and Geography at A-Level.
  • Holds 8 A*s at GCSE level.
  • Experienced in providingOne-2-One and small group academic support.

Zakariya supports GCSE Biology, Chemistry and Geography students with calm, structured teaching that develops subject understanding, exam technique and confidence.

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

Portrait of Erica Moran

Erica Moran

Mathematics, Science, and Geography Specialist

London, United Kingdom

£30.00 per hourDBS checkediAccepting enquiries
BiologyChemistryGeographyMathematics+1 more
  • Currently studying for her BSc in Biological Sciences at Durham University, on track for a first class degree.
  • Holds 2 years' of tutoring experience.
  • Holds A*, A, A for Geography, Biology, and Mathematics at A-Level.
  • Holds all grade 9s for Mathematics, Biology, Chemistry, Physics, and Geography at GCSE level.

Erica Moran supports learners in Mathematics, Biology, Chemistry, Physics and Geography from KS2 to A-Level, using structured, individualised lessons with optional homework and a report after each session.

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

Portrait of Lois Wright

Lois Wright

Qualified Geography and History Teacher

Devizes, United Kingdom

£30.00 per hourDBS checkediAccepting enquiriesQualified teacher
GeographyHistory
  • Lois has multiple years' of experience teaching KS2/3 to GCSE cohorts in UK state schools across a variety of Humanities subjects.
  • Three years of privately tutoring Geography.
  • Holds a PGCE (Postgraduate Certificate in Education) in Secondary Geography (with Post-16 Enhancement) from Bath Spa University.
  • Holds a 2:1 in BA Geography from Swansea University.
  • Lois was awarded a scholarship from the Royal Geographical Society during her PGCE.
  • Holds A-Levels in Business Studies, Geography, and Psychology.
  • Holds 13 GCSEs (A-C).

Lois is a qualified geography tutor and history tutor with a PGCE in Secondary Geography; she teaches KS2-3 and GCSE, with 3 years’ private tutoring and EAL support. Lesson reports included; homework available.

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

Portrait of Alexander Olsen

Alexander Olsen

Humanities Specialist

Southamptom, United Kingdom

£35.00 per hourDBS checkediAccepting enquiries
Business StudiesConsultancyEnglish LanguageEnglish Literature+10 more
  • Over 10 years' of experience in tutoring students from GCSE to A Level.
  • Holds a Master of Science in Education Studies from the Open University.
  • Holds a Postgraduate Certificate in Professional Studies in Education from the Open University.
  • Holds a Bachelor of Science in Humanities from the Open University.
  • Holds a Master of Arts in Political Science and International Relations from Kings College, University of Aberdeen.
  • Currently employed as a Training Needs Analyst for a FTSE 100 global engineering corporation.
  • Average grade boundary shift of +2 with over 90% of students achieving 7-9 at GCSE and 85% A and A* at A Level.

Politics tutor and history tutor with 10+ years’ experience from GCSE to A Level and university; holds an MSc in Education Studies (Open University). Students typically improve by 2 grades, with 85% achieving A and A* at A Level.

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

Start with the learner’s stage and course

A younger learner working out a map symbol needs different help from an A-level student evaluating a drainage basin. Tell the tutor the school nation, year or qualification, exam board where relevant, and the topic being taught. For a university module or a personal learning goal, send the module outline or describe the skill you want to develop.

The school examples below use England’s geography programme of study; the exam examples use AQA GCSE 8035 and A-level 7037. For other UK or international courses, use the learner’s own specification and school materials to choose the right match.

Primary geography
Begin with places the child can describe, simple directions and maps. In England, KS2 develops grid references, physical processes and land use. A useful task is to draw a route using landmarks, then explain how the map helps someone find their way.
KS3 geography
Connect what happens in a place with why it happens. England’s KS3 programme includes interacting human and physical processes, Ordnance Survey maps and geographical information systems (GIS). Focus on the missing link in an explanation, alongside map and data skills.
GCSE geography
For AQA 8035, map, graph and numerical skills sit alongside evidence-based arguments. Work from a question and the school’s chosen case studies: identify the task, select relevant evidence, then explain how that evidence supports the answer.
A-level geography
AQA 7037 develops systems thinking, including water and carbon stores, flows and feedback. A store holds material; a flow transfers it. Look for help connecting changes across a system and weighing evidence, alongside the course’s independent investigation requirements.

Map skills: keep the units through the calculation

For a younger learner, start with a sketch map: north is at the top and the library is to the right of the school. The library is east of the school, not north. Turning the page does not change the labelled compass directions. Ask the learner to explain the direction using the north arrow.

For a learner practising scale, try this constructed example: two points are 4 cm apart on a map at 1:25,000. What ground distance does that represent? The ratio compares like units, so 1 cm on the map represents 25,000 cm on the ground.

4 × 25,000 = 100,000 cm = 1,000 m = 1 km.

An answer of 100,000 metres has changed the unit too soon. Writing “cm” at the multiplication stage makes that mistake visible. For a follow-up, use 6 cm at the same scale: 150,000 cm = 1,500 m = 1.5 km. Check that the learner can explain each conversion without copying the first answer.

Use a map at its stated printed size for ruler measurements; resizing a digital image changes the relationship between centimetres on screen and distance on the ground.

Physical geography: explain why paving can increase flood risk

Consider the answer “Cities flood because there are buildings.” It names a feature but leaves out the physical process. A more useful practice explanation is: impermeable paving prevents water soaking into the ground, so more rainwater can remain at the surface and run over it, increasing the risk of surface-water flooding. Water soaking into the ground is called infiltration; water flowing over it is surface runoff.

The explanation earns its detail by connecting the surface, the movement of water and the possible consequence. It still needs care: soil conditions and flood defences also affect flooding. Paving alone does not tell us whether a particular place will flood.

For AQA A-level 7037, extend this reasoning into the drainage-basin system: reduced infiltration changes the transfer of water into the soil store. Compare that with runoff, then use a flood hydrograph, a graph of river discharge over time, to investigate the river’s response. This moves the task from recalling a process to connecting stores, transfers and evidence.

Human geography: describe the data before explaining it

Imagine a practice chart showing that the share of a country’s population living in urban areas rises from 40% to 55% between two dates. These figures are invented. The statement “Urbanisation increased by 15% because people moved from the countryside” mixes up the size of the change with an unproven explanation.

State the change accurately
55 − 40 = 15 percentage points. A clearer description is: “The urban share of the population rose by 15 percentage points between the two dates.”
Keep the explanation separate
The two percentages do not show why the share changed. AQA GCSE 8035 considers migration and natural increase, meaning births exceeding deaths, in urban growth. Evidence about those processes is needed before choosing an explanation for this country.
Check what can be compared
With a real chart, check the dates, geographical boundaries and definition of urban population. A percentage is a share of a total: the urban population’s share is not the same measure as its headcount.

Fieldwork: explain what a method lets you conclude

Fieldwork evaluation needs more than “the sample was small”. In a practice survey, imagine interviewing five people outside one shop at lunchtime. A clearer limitation is: the responses may reflect the people using that shop at that time, so they may not represent other users of the area. Sampling at other locations and times could include people this survey missed.

That connects a feature of the method to the strength of the conclusion. It reflects the link between methods, reliability and conclusions in AQA GCSE 8035 fieldwork guidance. A tutor can use an unassessed example to practise choosing a presentation, interpreting results and explaining limits.

For an assessed investigation, confirm permitted help with the school or exam centre first. In AQA A-level 7037, the student must independently develop the question, analyse findings, present data and draw conclusions. Practise transferable skills on separate examples; the submitted investigation must remain the student’s own work.

Turn a difficulty into a lesson priority

A useful plan starts with the learner’s work, then checks whether the explanation changes what they can do. The sequence below is an approach to discuss with a tutor.

  1. Locate the difficulty

    Bring a recent map question, a process explanation or a data response. Ask the learner to talk through their thinking. Distinguish missing geographical knowledge from a calculation error or uncertainty about the question.

  2. Work on one priority

    For the map-scale example, keep the ratio and the units visible while the learner explains a conversion. For a process answer, draw the sequence and connect each step with “because” or “therefore”.

  3. Choose usable support

    If vocabulary is getting in the way, pair a word such as infiltration with a short definition and labelled arrow. Use one diagram at a time or an answer starter where helpful, then reduce the prompts as the learner becomes more independent.

  4. Check a new task

    Return to the skill with different numbers, a new map or a different dataset. Keep the first attempt and the later answer so progress means something specific, such as a correct unit conversion or a conclusion supported by the data.

Choose a tutor and agree how lessons will work

Compare profiles for the learner’s stage and the areas of geography they need. A description of experience with GCSE case studies answers a different need from experience teaching A-level systems or a university module. Check the relevant details, then use the free introductory meeting to discuss goals and teaching approach; it is not normally a full teaching lesson.

Latimer provides online one-to-one tuition. If you would like help finding a suitable tutor, submitting a matching request is free. Include the learner’s course, the difficult topic, any deadline and the practical arrangements you need.

Subject and course fit
Send the specification or module outline and one representative task. Ask how the tutor would address the missing reasoning, and which parts of the course they teach.
Learner needs
Explain what has helped or caused difficulty before: reading a crowded map, remembering vocabulary, writing extended answers or speaking through a calculation. Discuss relevant experience and adjustments with the individual tutor.
Lesson arrangements
Agree the rate, lesson length, timetable and any independent practice before starting. Choose a manageable arrangement around schoolwork and the family’s budget, then review it against the learning priority.

Explore the relevant geography route

Choose a stage page for more focused tuition information, or use the fieldwork guide beside the investigation example above.

Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

How much does geography tuition cost?

Each tutor sets their own hourly rate, shown on their profile. Latimer invoices for lessons after they take place on a pay-as-you-go basis. Compare the rate alongside course fit and the proposed lesson plan, and agree the lesson length and frequency so you can judge the cost within your budget.

How can online lessons work with maps and diagrams?

Microsoft Teams is Latimer’s default lesson platform, and you and the tutor may agree another platform. Prepare a clear copy of the map, diagram or question so you can discuss the same labels and figures. Keep an original-scale printout for tasks measured with a ruler, and agree how you will show written working during the lesson.

What if I do not know the exam board or specification?

Start with the learner’s school year and the work they have been set. For an exam course, ask the school for the qualification, board and specification code, or check the heading on a recent paper. Send those details when you have them; they help the tutor select the right case studies, question styles and resources.

How should I revise geography case studies?

Turn each case study into a short explanation: what happened, which evidence describes it, why it matters and what conclusion that evidence supports. For a flood-management example, connect the named measure to the process it affects and consider a limitation. Then answer a relevant practice question from your course using selected details, rather than reproducing everything you remember.

How often should geography lessons take place?

Agree the frequency after identifying the priority, the time available and what the learner can practise between lessons. A short run of lessons might focus on a map or data skill; broader gaps need a plan that covers the underlying understanding. Review the arrangement using new tasks the learner attempts independently, alongside workload and budget.

Can I arrange geography tuition in person?

Latimer’s service is online first. In-person lessons require an individual agreement with a nearby tutor. If that is essential, include your location and travel requirements in the enquiry so the arrangement can be discussed.

Further information

Useful links and resources

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