Tuitional Certified Tutor · Head of Department | Middle Years and Cambridge Curricula Specialist
10+ years experience • Flexible scheduling
Tayyaba Sabir has spent 10+ years in the classroom and, latterly, at the head of a department, responsible for schemes of work, assessment policy and the training of the teachers delivering them. She has worked inside British, American and Australian systems, so she reads a syllabus quickly and knows which foundations later examinations will test.
That perspective shapes her one-to-one work. She diagnoses the gap first, then builds a pathway around it, drawing on her certification in advanced mathematics pedagogy for the middle years and her published research on student engagement. Learners who have quietly fallen behind tend to do well with her, because she rebuilds the underlying skill rather than drilling the topic. Across 15,000+ hours of teaching she has stayed with the years that decide how confident a student feels later on.
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE, Edexcel | 0500, 4EA1 |
| GCSE | AQA, Edexcel | 8700, 1EN0 |
| A-Level | CAIE | 9093 |
| IB Diploma | IB | SL / HL |
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE, Edexcel | 0475, 4ET1 |
| GCSE | AQA, Edexcel | 8702, 1ET0 |
| Level | Exam boards | Syllabus code |
|---|---|---|
| Primary | — | — |
| Middle School | CAIE, Edexcel | 0580, 4MA1 |
| IGCSE | CAIE, Edexcel | 0580, 4MA1 |
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Tayyaba Sabir holds a BA (Hons) in English, awarded with Distinction, and is certified in advanced mathematics pedagogy for the middle years. She has published research on effective teaching strategies and student engagement, and has led an academic department as Head of Department.
She teaches from evidence, pairing research-backed method with structured mentorship so that every lesson ends with something measurable.
She builds lessons on researched teaching practice rather than habit, keeping each session outcome-focused.
Students are asked to reason problems out under structured mentorship instead of copying a worked answer.
She adapts pace, examples and task difficulty to the individual learner rather than teaching to a single middle.
Sessions target the underlying skill or concept first, so progress carries across the whole syllabus.
Her plans strengthen the core reading, writing and number work that later qualifications assume is already in place.
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