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Private A-Level Computer Science tutors
We will find you an A-Level Computer Science tutor who will help you get an A* and boost your confidence.
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We keep things as simple as possible. Our objective is to make finding a tutor convenient, efficient and effective.
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Complete an application online which will be received by one of our dedicated Learning Advisors
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Our experienced Learning Advisor will review your application, and match you with the most appropriate tutor based on your application
Tutor makes contact
Once we confirm with the tutor, the tutor will make contact to organise your first session.
Have your first lesson
Our tutors will work around your schedule to organise a session whenever you would like. Only pay for tutoring you have completed.
Choose between top performing students or qualified A-Level teachers
Either way, we use our bespoke matching process to find you a tutor based on your preferences, exam board and location.
Academic Tutors
from $60 USD/hr
Top performing graduates who achieved A*/A grades in the subject they teach.
- We accept only the top 5% of tutor applicants.
- Each tutor is chosen for their academic results, teaching ability, and connection with students.
Relatable role model: work with a tutor who is similar in age and can be a peer
Affordability: academic tutors are more cost-effective than professional tutors
First-hand experience: they sat these papers recently and know what worked
Professional Tutors
from $85 USD/hr
Current or past qualified teachers and examiners with 5+ years professional teaching experience.
- We only select highly experienced, qualified A-Level teachers.
- Every teacher is assessed on their teaching expertise, subject knowledge, and ability to engage students.
Quality assurance: trained and accredited teaching qualifications
Guaranteed track record: years of experience helping students succeed
Subject expertise: deep understanding of content and exam board requirements
Due to our international operations we quote our prices in USD. Pound amounts are an indicative conversion and you will be invoiced in USD.
Academic Tutors
from £47 GBP/hr
Top performing graduates who achieved A*/A grades in the subject they teach.
Relatable role model: work with a tutor who is similar in age and can be a peer
Affordability: academic tutors are more cost-effective than professional tutors
First-hand experience: they sat these papers recently and know what worked
Professional Tutors
from £67 GBP/hr
Current or past qualified teachers and examiners with 5+ years professional teaching experience.
Quality assurance: trained and accredited teaching qualifications
Guaranteed track record: years of experience helping students succeed
Subject expertise: deep understanding of content and exam board requirements
Meet our A-Level Computer Science tutors
Our team is a combination of A-Level graduates who sat these exams recently and qualified teachers with years of classroom and examining experience.
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Anant is a tutor currently studying Computer Science and Artificial Intelligence at the Hong Kong University of Science and Technology (HKUST). Having completed his GCSEs with exemplary results—securing 6 A*s across 8 subjects, including top marks in Additional Mathematics, Extended Mathematics, Computer Science, Chemistry, Physics, and Economics—he possesses a deep, foundational mastery of the STEM and quantitative curricula. Beyond his own academics, Anant actively builds machine learning models, engages with top-tier quantitative finance firms like Citadel, and brings extensive experience mentoring peers through the rigors of A Level Mathematics and Computer Science. Specializing in GCSE and A Level Math and Computer Science, he uses patient, real-world analogies to break down complex technical jargon. Anant ensures his students feel completely supported, helping them move beyond rote memorization to build true conceptual understanding, exam confidence, and top-tier results.
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Ankit is an experienced Science and Mathematics educator with a strong engineering background and a passion for making complex concepts simple, intuitive, and engaging.
He graduated in Electrical Engineering with an excellent GPA of 9.4/10.0 and has a strong academic foundation in Mathematics, Physics, Electronics, and Computer Science. During his school years, he was a high achiever in Mathematics and Science, including achieving a state-level top position in these subjects.
Starting his career as a robotics and STEM trainer, Ankit gradually developed extensive experience in academic teaching and personalised tutoring. Over the past few years, he has worked with 200+ students, helping learners build strong conceptual understanding, problem-solving skills, and confidence in Mathematics and Physics.
His teaching approach focuses on understanding concepts rather than memorising formulas. He breaks challenging topics into clear, logical steps and connects theory with practical examples, experiments, technology, and real-world applications wherever appropriate.
Ankit is particularly passionate about helping GCSE, IGCSE, and A-Level students strengthen their fundamentals, approach exam questions strategically, and become confident independent learners.
12
I’m Taiwo, a tutor with ten years of teaching and tutoring experience and a B.Sc. in Electronic and Electrical Engineering from Obafemi Awolowo University. I teach A-level, GCSE and IGCSE students, bringing together subject knowledge, classroom experience and a patient, practical approach to learning.
My subjects include Mathematics, Further Mathematics, Physics, Chemistry, Biology, English Language and Computer Science. My current GCSE teaching includes AQA Mathematics at Foundation and Higher levels and AQA English Language. My engineering background strengthens my teaching of Mathematics and Physics, while my professional software development experience allows me to connect computing concepts with practical applications.
I plan lessons around what each student needs. Some need to rebuild foundations; others understand the content but struggle to apply it in unfamiliar exam questions. I identify those gaps, explain ideas clearly and guide students towards solving problems independently. In Mathematics, that means understanding why a method works and recognising when to use it. In Science, it means connecting concepts, calculations and experimental evidence. In English, it means moving beyond identifying techniques to developing thoughtful analysis supported by precise examples.
Students can expect structured lessons, personalised homework and detailed feedback. I use past papers and mark schemes to help them understand what questions demand, improve the clarity of their answers and develop effective revision habits. I track difficulties across lessons so that we revisit what needs attention rather than simply move through topics.
I currently work with international learners, including students in the UK and Hong Kong, and understand the importance of adapting explanations to different educational and language backgrounds. I want students to feel comfortable asking questions, willing to attempt challenging work and able to recognise their own progress. My aim is to build secure understanding, greater independence and confident exam preparation.
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Thanassis D had always seen learning as a map—layered, dynamic, and waiting to be explored. His studies in Computer Science and Earth Observation had sparked a lifelong pursuit: to bridge the technical with the human, the satellite with the classroom.
Each morning, he stepped into the American College of Greece not just as a teacher, but as a mentor within the International Baccalaureate (IB) program. His students didn’t just memorize code—they trained AI models, analyzed real-world datasets, and asked big questions. Under his guidance, classrooms transformed into innovation labs.
Thanassis D has more than six years of experience providing private tuition in Computer Science and Information Technology, including support for GCSE, IGCSE and A-Level students. He teaches core areas such as programming, algorithms, computational thinking, data structures, databases, computer systems, networking and data representation, with a strong emphasis on problem solving, exam preparation and developing students’ confidence with programming. He is comfortable adapting his teaching to different specifications and assessment formats.
By afternoon, Thanassis shifted roles, contributing to cutting-edge projects at the National Observatory of Athens. There, amidst servers and satellite feeds, he designed algorithms to predict floods, track wildfires, and model crop growth. His work wasn’t theoretical—it helped shape the response to real disasters across Europe.
Evenings often brought a different challenge: leading software architecture and engineering efforts at OpenGIS, where he helped build and scale QFieldCloud—a platform empowering geospatial scientists and NGOs worldwide. He balanced usability with scientific power, always pushing toward open, accessible Earth Observation tools.
In the summer of 2024, Thanassis co-designed and mentored at the IGARSS Summer School in Athens, welcoming students from around the globe. With warmth and clarity, he taught them how to turn noisy satellite data into environmental insight. His sessions were among the most remembered—where theory met purpose.
Beyond fieldwork and programming, Thanassis was a writer. His research papers explored the intersection of AI and remote sensing, published in reputable journals and presented at international conferences.
But perhaps his most heartfelt work was in education. He organized workshops on AI in Education, helping fellow teachers harness machine learning not as a buzzword, but as a meaningful classroom tool. In spring 2025, he led a school-wide professional development series for the entire American College of Greece, where educators from every department explored what it meant to teach in the age of algorithms.
Some knew him as a scientist, others as a teacher, a mentor, or a developer. But to everyone who crossed his path, Thanassis D was someone who believed in making knowledge practical—and empowering others to do the same.
The tutors you see here are just a selection from our team of hundreds of tutors, please contact our Learning Advisors to discuss tutoring options
Why A-Level Computer Science needs the right tutor
What makes A-Level Computer Science hard
A-Levels move faster and go deeper than anything students have done before, and they are studied alongside two or three other subjects at the same level. Classes are taught to the middle of the room, so gaps are easy to carry forward unnoticed until the exam.
- A sharp step up in difficulty from GCSE
- Marks decided by technique, not recall
- Grades that determine university options
How tutoring changes the outcome
One-to-one tutoring targets the two things a classroom cannot: exam technique and the specific topics a student keeps getting wrong. A tutor marks work the way an examiner would, shows where the marks went, and then drills those areas until they hold. Confidence follows from that, not the other way round.
- Exam technique built on real past papers
- Targeted work on areas of weakness
- Confidence going into the exam
What you'll learn in A-Level Computer Science tutoring
Core skills developed
Every A-Level Computer Science specification is marked against three assessment objectives: knowledge and understanding of computer science principles, applying that knowledge to analyse problems, and designing, programming and evaluating solutions. How the marks are weighted differs by board. On OxfordAQA, the programming objective carries over half the A-level. On AQA and Cambridge it carries 40%, while on OCR knowledge and programming carry an equal 35% each. We work through past-paper questions objective by objective, so you can see which skill is costing you marks rather than just seeing a lower total.
- Writing, tracing and debugging programs in your board's language or pseudocode
- Standard algorithms and data structures: searching, sorting, stacks, queues, trees and graphs, and their efficiency
- Data representation: number bases, two's complement, floating point, images and sound
- Explaining computer systems, networks and databases with the exact terminology mark schemes reward
- Planning, testing and evaluating a substantial piece of software against its requirements
How are students assessed
How Computer Science is assessed depends heavily on the board. AQA, OCR and WJEC and Eduqas include a programming project worth 20% of the A-Level, with the rest from written or on-screen exams. Cambridge, OxfordAQA and Edexcel International have no project and assess programming through timed practical exams on a computer. These three boards also let you sit the AS first and bank the result towards the full A-Level.
- Short-answer theory questions: we drill definitions and explanations against real mark schemes until the key terms are automatic
- Algorithm and programming questions, written or on screen: we practise to time in your board's language, including tracing and correcting given code
- Extended responses and project work: we rewrite answers and project sections until they meet the top band of the mark scheme
What A-Level Computer Science topics do we cover?
Four papers and no coursework. Unit 1 (Programming) is a 2-hour on-screen exam and Unit 2 (Concepts and principles of computer science) is a 1 hour 30 minute written paper. Each is worth 75 marks and 20% of the A-level, and together they make up the International AS. Unit 3 (Advanced Programming) is a 2 hour 30 minute on-screen exam worth 90 marks, and Unit 4 (Advanced concepts and principles of computer science) is a 1 hour 30 minute written paper worth 75 marks. Each is worth 30%. The on-screen papers are available in C#, Python or VB.Net, and exams run in January and May/June.
International AS
- 3.1 Procedural programming
- 3.2 Fundamental data structures
- 3.3 Program design
- 3.4 Searching and sorting algorithms
- 3.5 Representing data
- 3.6 Computer systems
- 3.7 Computer organisation and architecture
- 3.8 Machine code and assembly language
International A-level
- 3.9 Object-oriented and additional programming
- 3.10 Advanced data structures
- 3.11 Advanced algorithms
- 3.12 Functional programming
- 3.13 Theory of computation
- 3.14 Networking and cyber security
- 3.15 Databases
- 3.16 Artificial intelligence
OxfordAQA gives the design-and-program objective around 57% of the A-level, more than any other board, because both programming papers are on screen and there is no project. As in its other subjects, the AS is worth 40% rather than 50%, and the A* needs 90% of the uniform marks on the two A2 units. Sessions on this board prioritise on-screen programming practice, especially the object-oriented content in Unit 3.
WJEC offers this A Level in Wales and Eduqas offers it in England. The content is closely matched, but the assessment is structured differently.
Eduqas A Level (England)
Two 2 hour 45 minute written exams, each 100 marks and 40%, and a programming project worth 20%, all completed in the summer series at the end of the course.
Component 1 · Programming and System Development
- 1. Data structures
- 2. Logical operations
- 3. Algorithms and programs
- 4. Principles of programming
- 5. Systems analysis
- 6. System design
- 7. Software engineering
- 8. Program construction
- 9. Economic, moral, legal, ethical and cultural issues relating to computer science
Component 2 · Computer Architecture, Data, Communication and Applications
- 1. Hardware and communication
- 2. Data transmission
- 3. Data representation and data types
- 4. Organisation and structure of data
- 5. Databases and distributed systems
- 6. The operating system
- 7. The need for different types of software systems and their attributes
- 8. Data security and integrity processes
Component 3 · Programmed Solution to a Problem
Non-exam assessment, 20%: a computerised solution to a problem of the candidate's choice, written in original code.
WJEC AS and A Level (Wales)
Five units, with the AS units sat in the first year and banked towards the A Level.
- AS Unit 1: Fundamentals of Computer Science (written, 2 hours, 25%)
- AS Unit 2: Practical Programming to Solve Problems (on-screen, 2 hours, 15%)
- A2 Unit 3: Programming and System Development (written, 2 hours, 20%)
- A2 Unit 4: Computer Architecture, Data, Communication and Applications (written, 2 hours, 20%)
- A2 Unit 5: Programmed Solution to a Problem (non-exam assessment, 20%)
WJEC's AS includes an on-screen programming exam in Visual Basic.NET, Python or Java, while Eduqas assesses programming through its written papers and the project. On both, the project is marked across discussion, investigation, design, prototype, post-prototype refinement of design, software development, testing and evaluation. Sessions on this board plan the project section by section against those criteria.
A new International Advanced Level, first taught from September 2026. Four externally assessed units, each worth 80 marks and 25% of the IAL, sat in January or June. Units 1 and 3 are 1 hour 30 minute theory papers, taken either on paper or on screen. Units 2 and 4 are 3-hour practical programming exams in Python 3, completed in an IDE. Units 1 and 2 make up the International AS, first examined in June 2027, and Units 3 and 4 complete the IAL from June 2028. Any unit can be resat.
Unit 1 · Principles of Computer Science (IAS)
- Topic 1: Computer systems
- Topic 2: Data representation
- Topic 3: Networks and encryption
- Topic 4: Structuring data
- Topic 5: Problem solving
- Topic 6: Enabling technologies
Unit 2 · Practical Programming and Problem-solving (IAS)
- Topic 7: Programming
- Topic 8: Organising and handling data
- Topic 9: Best practice
- Topic 10: Computational thinking and algorithms
Unit 3 · Advanced Principles of Computer Science (IA2)
- Topic 11: Computer systems and data representation
- Topic 12: Networks and cybersecurity
- Topic 13: Programming languages
- Topic 14: Structuring data
- Topic 15: Problem solving
- Topic 16: Emerging technologies and professional practice
Unit 4 · Advanced Practical Programming and Problem-solving (IA2)
- Topic 17: Programming
- Topic 18: Representing and handling data
- Topic 19: Best practice
- Topic 20: Additional programming paradigms
- Topic 21: Algorithms
Half of the IAL is live coding: there is no pseudocode, and in Units 2 and 4 you design, write, test and refine Python programs with only Pearson's Programming Language Subset to refer to. The A* also depends on the IA2 units, where you need 90% of the available uniform marks on top of an overall A. Sessions on this board build Python fluency in an IDE under three-hour exam conditions.
Two written papers and a programming project. Computer systems (Component 01) and Algorithms and programming (Component 02) are each 2 hours 30 minutes, 140 marks and 40% of the A Level, and calculators are not allowed in either. The Programming project (Component 03 or 04) is worth 70 marks and 20%. All exams are sat in the same summer series at the end of the course.
Computer systems (Component 01)
- 1.1 The characteristics of contemporary processors, input, output and storage devices
- 1.2 Software and software development
- 1.3 Exchanging data
- 1.4 Data types, data structures and algorithms
- 1.5 Legal, moral, cultural and ethical issues
Algorithms and programming (Component 02)
- 2.1 Elements of computational thinking
- 2.2 Problem solving and programming
- 2.3 Algorithms
Programming project (Component 03 or 04)
- Analysis of the problem (10 marks)
- Design of the solution (15 marks)
- Developing the solution (25 marks)
- Evaluation (20 marks)
Section B of the Algorithms and programming paper is built around a scenario given at the start of the section, with largely high-tariff problem-solving questions that follow from it. OCR also names the specific UK laws you must know, from the Data Protection Act 1998 to the Regulation of Investigatory Powers Act 2000. Sessions on this board practise scenario-based Section B questions to time and cover the legislation with the precision the mark scheme expects.
Two exams and a programming project, all completed in the same summer series at the end of the course. Paper 1 is a 2 hour 30 minute on-screen exam (100 marks, 40%) in which students answer questions and write, adapt and extend code in C#, Java, Python or VB.Net. Paper 2 is a 2 hour 30 minute written exam (100 marks, 40%). The non-exam assessment, the computing practical project, is worth 75 marks and 20%. Paper 1 covers Sections 4.1–4.4 plus the problem-solving skills in 4.13, and Paper 2 covers Sections 4.5–4.12.
A-level subject content
- 4.1 Fundamentals of programming
- 4.2 Fundamentals of data structures
- 4.3 Fundamentals of algorithms
- 4.4 Theory of computation
- 4.5 Fundamentals of data representation
- 4.6 Fundamentals of computer systems
- 4.7 Fundamentals of computer organisation and architecture
- 4.8 Consequences of uses of computing
- 4.9 Fundamentals of communication and networking
- 4.10 Fundamentals of databases
- 4.11 Big Data
- 4.12 Fundamentals of functional programming
- 4.13 Systematic approach to problem solving
- 4.14 Non-exam assessment - the computing practical project
AQA issues Preliminary Material and a Skeleton Program before Paper 1, so a large part of the exam is about working inside code you have studied in advance. AQA also gives programming the largest share of its marks, 40% of the A-level, and is the UK board that examines functional programming and Big Data. Sessions on this board work through the current Skeleton Program in depth and build on-screen coding speed.
Twenty topics across four papers, each worth 75 marks and 25% of the A Level. AS candidates sit Paper 1 (Theory Fundamentals, 1 hour 30 minutes) and Paper 2 (Fundamental Problem-solving and Programming Skills, 2 hours). Full A Level candidates also sit Paper 3 (Advanced Theory, 1 hour 30 minutes) and Paper 4 (Practical, 2 hours 30 minutes). You can sit the AS first and carry the result forward, or take all four papers in one series. Exams run in June and November, and calculators are not allowed in any paper. The syllabus for 2027–2029 has no significant changes from the 2026 version.
AS Level · Topics 1 to 12
- 1 Information representation
- 2 Communication
- 3 Hardware
- 4 Processor Fundamentals
- 5 System Software
- 6 Security, privacy and data integrity
- 7 Ethics and Ownership
- 8 Databases
- 9 Algorithm Design and Problem-solving
- 10 Data Types and Structures
- 11 Programming
- 12 Software Development
A Level · Topics 13 to 20
- 13 Data Representation
- 14 Communication and internet technologies
- 15 Hardware and Virtual Machines
- 16 System Software
- 17 Security
- 18 Artificial Intelligence (AI)
- 19 Computational thinking and Problem-solving
- 20 Further Programming
Paper 2 answers must be written in pseudocode, following the conventions in Cambridge's pseudocode guide. Paper 4 is sat on a computer without internet access, in Java, Visual Basic or Python, and you submit complete program code with evidence of testing. There is no coursework. Sessions on this board drill Cambridge pseudocode until it is automatic and practise Paper 4 tasks to time in your chosen language.
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FAQs
We have answers to your most frequently asked questions. Anything not answered here, please reach out to our team.
A-Level Computer Science with an academic tutor starts from $60 USD (£45) per hour. Packages save 5 to 15%, useful while your project is underway. Pay as you go is invoiced after each lesson, with no lock-in contracts. Professional tutors (qualified teachers and examiners) cost from $85 USD (£64) per hour. See pricing.
Late cancellations and no-shows are charged at half the lesson fee. That applies if you cancel less than one hour before the start time, or don't turn up. You can still change a session time whenever you need to, as long as you give your tutor notice.
Our academic tutors achieved an A* or A in A-Level Computer Science. Our professional tutors are qualified teachers or examiners with 5+ years' experience. We accept the top 5% of applicants and match you to a tutor who knows your board, from AQA's Skeleton Program to Cambridge pseudocode. See how we select tutors.
Lessons are one-to-one and online, with a tutor matched to Computer Science, your exam board and your target grade. Sessions target weak topics using past paper questions from your board, and tutors code in the language or pseudocode your board uses. Project support focuses on stronger testing evidence and evaluations that refer back to your requirements. See how it works or apply here.
It is effectively two subjects examined side by side: a broad theory course and practical programming. Confident coders often lose marks on written explanations that lack exact technical terms, while strong revisers can stall when asked to write a working algorithm. Maths-heavy topics like two's complement, floating point and Boolean algebra, and hand-tracing code where one off-by-one error changes everything, add to it. See how we help.
It is demanding. In summer 2026, 6.3% of UK A-Level Computer Science entries achieved an A*, and 25.5% achieved A* or A (JCQ, which lists the subject as Computing). An A* needs strength on both sides of the course: precise technical explanations of theory, accurate code and trace tables under time pressure, and, on most UK boards, a well-tested project.
On AQA, OCR and Eduqas, yes: a programming project you plan, build, test and write up. AQA's computing practical project is worth 75 marks and 20%, and OCR's programming project is worth 70 marks and 20%. Cambridge and OxfordAQA have no coursework and assess programming through timed practical exams instead. There is no practical endorsement in this subject. See the OCR specification.
On AQA, OCR and Eduqas, A-Level Computer Science is two exams worth 40% each plus a programming project worth 20%, all completed at the end of the course. AQA sets a 2 hour 30 minute on-screen programming paper and a 2 hour 30 minute written paper. OCR sets two 2 hour 30 minute written papers of 140 marks each. The biggest difference is Cambridge: no project, four 75-mark papers worth 25% each, including a 2 hour 30 minute practical on a computer, and you can sit the AS first.
We also cover WJEC and Eduqas and OxfordAQA. See the AQA specification.
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