Po osiągnięciu poziomu 9 GCSE, a następnie A* z AQA projektowania i technologii, znam kurs bardzo dobrze, a także wskazówki, jak zmaksymalizować ocenę w NEA

Wywiad z nauczycielem Aleks 📝

• 1) When did you start practicing? How did this passion find you?

  I began tutoring shortly after finishing my A-Levels in June 2022. It started by tutoring the child of a family friend who didn't feel fully supported at school. I was fortunate to have some exceptional teachers who taught me effective ways to revise, study and approach challenging topics, and I realised that not every student has access to that kind of support. I wanted to pass on the techniques and confidence that had helped me succeed, giving other students the opportunity to enjoy learning and achieve results they might not have thought possible.

• 2) Which artists or works affect you the most?

  From an architectural perspective, I'm particularly inspired by the work of Stefano Boeri, especially his Bosco Verticale project in Milan. I admire how his designs combine innovative architecture with sustainability, showcasing how buildings can contribute positively to the urban environment.
  
  Berlin has also had a huge influence on me. I love the way the city embraces both historic and contemporary architecture, particularly on Museum Island. Seeing David Chipperfield's sensitive modern interventions sitting alongside the work of architects such as Schinkel, Stüler and Messel, demonstrates how architecture from different eras can complement one another while respecting the site's history.
  
  More recently, I visited the Art Gallery of New South Wales, where I was struck by the incredible variety of artwork on display. The contrast between surrealist paintings, Romantic works and contemporary sculptures was fascinating. Learning about the artists' lives and experiences gave much greater meaning to their work, reminding me that every creative project tells a story beyond what we initially see.

• 3) What are the qualities and skill required to succeed in this area?

  Whether you're an architect, designer or any other creative professional, attention to detail and strong problem-solving skills are essential. Things rarely go exactly to plan, so being able to adapt your ideas quickly and confidently is a valuable skill.
  
  I also believe it's important to stay curious and seek inspiration wherever you go. Whether it's materials, technology, nature or even completely different disciplines, there's always something new to learn that can influence your own creative thinking.
  
  Time management is equally important. Once you're working professionally, you'll often be balancing multiple projects with competing deadlines. Developing good organisational habits now, planning revision, setting realistic goals and sticking to a schedule, will make that transition much easier.

• 4) What is the most valuable advice you can give to help someone stay focused on creative projects?

  One of the most important things is to take regular breaks. Very few people can work productively for eight hours straight, and research consistently shows that we concentrate best in shorter, focused sessions.
  
  I find working for around 45–60 minutes, followed by a short break, to be the most effective approach. Get away from your screen, stretch your legs or go for a quick walk. Not only does it reduce eye strain, but those breaks often become the moments where new ideas emerge. Giving your mind time to process your work can be just as valuable as the work itself.

• 5) How would you describe your passion; how does it make you feel?

  For me, creativity is about solving problems in meaningful ways. I enjoy taking an idea from a blank page and gradually, iteratively, developing it into something that has purpose, whether that's designing a building or helping a student understand a topic they've been struggling with.
  
  The most rewarding feeling comes from seeing progress. In architecture, that's watching a concept evolve into a well-resolved design. In tutoring, it's seeing a student gain confidence and realise they're capable of far more than they initially believed. Both experiences remind me why I enjoy what I do.

• 6) What creative achievements are you particularly proud of?

  One achievement I'm particularly proud of was winning the Museum of Sound NUAS Design Competition. The brief challenged us to design a pavilion that celebrated music through all the senses, making it accessible to everyone regardless of their abilities.
  
  Working alongside three close friends, we developed an inclusive design that incorporated vibration and lighting to allow visitors with hearing impairments to experience rhythm and sound in different ways. Although it wasn't the largest project I've worked on, I'm incredibly proud of what we created together. It showed the value of collaboration, brainstorming and designing with accessibility at the heart of the process.

• 7) Have you ever been surprised by a student; by their ability or quick progression?

  Absolutely, my most inspiring student was one who went up four grades from his mock-trials to the real exam. Watching his self-belief grow was really rewarding.
  
  Initially, he lacked some confidence and doubted his own ability, but after a few weeks of structured support and encouragement, we found an approach that worked for him. It led him to begin answering complex exam questions independently and enjoying areas that he had previously disliked.
  
  Students like this remind me that ability isn't fixed. Often, students don't need to work harder, they simply need someone to explain things in a different way which makes more sense to them, and to help them believe in themselves.

• 8) Being a Superprof is an art! What is your secret?

  I think the secret is adapting every lesson to the individual student. No two students learn in exactly the same way, so I don't believe in using a single teaching method for everyone.
  
  I spend time understanding how each student learns best and tailor lessons accordingly, whether that's using diagrams, worked examples, exam questions or practical analogies.
  
  I also try to create a relaxed environment where students feel comfortable asking questions without worrying about getting something wrong. When students enjoy their lessons and feel supported, they're much more likely to make genuine progress and develop confidence in their own abilities.