Tuitional Certified Tutor · Engineering-led Physics, Mathematics and Chemistry Tutor
7+ years experience • Flexible scheduling
Hasnain Badar came to teaching from engineering, and it shows. His BSc in Mechanical Engineering was earned with a CGPA above 3.8, and the projects behind it - IoT sensors for predictive maintenance, an octa-bot built with full kinematics modelling - still surface in his lessons as worked examples rather than anecdotes.
Over 7 years he has built a method that starts with the physical situation and only then reaches for the formula. A graph becomes a machine that either runs or fails. He is certified in ANSYS, AutoCAD and MATLAB, has logged more than 20,500 teaching hours, and works comfortably across the main international boards. Students find him methodical and easy to ask questions of, which matters more than it sounds.
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE, Edexcel | 0625, 4PH1 |
| GCSE | AQA | 8463 |
| A-Level | CAIE, Edexcel, AQA | — |
| IB Diploma | IB | SL / HL |
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE, Edexcel | 0580, 4MA1 |
| GCSE | AQA | 8300 |
| A-Level | CAIE, Edexcel, AQA | — |
| IB Diploma | IB | SL / HL |
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE, Edexcel | 0620, 4CH1 |
| GCSE | AQA | 8462 |
| A-Level | CAIE, Edexcel, AQA | — |
| IB Diploma | IB | SL / HL |
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Hasnain holds a BSc in Mechanical Engineering from an international university, completed with a CGPA above 3.8, and carries professional certifications in ANSYS Mechanical simulation, AutoCAD and MATLAB.
He teaches science through the engineering problems it was built to solve, then drills the examination technique each board rewards.
Real CAD, robotics and IoT work gives abstract theory something physical to attach to.
He moves comfortably between CAIE, Edexcel, AQA, OCR and IB specifications and knows how each one words its questions.
Past-paper drills are matched to the specific board and paper a student will sit.
Engineering-led examples build the problem-solving confidence that unfamiliar questions demand.
Pace and strategy are set by the individual student rather than by a fixed scheme of work.
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