I have an undergraduate degree in journalism, as well as a Masters in Scriptwriting, and have worked as a tutor, lecturer and teaching assistant since moving to London 3 years ago. I also work as a writer in theatre, film and radio, as well as with children's charities Ministry of Stories and Great Men.
Over the past three years of tutoring, my core subject areas have been 11+ preparation, GCSE Maths and GCSE English.
For GCSE Maths and English, I have worked in home both in an intensive capacity as catch-up during holidays, or more regularly throughout the year. This has involved working with students at either end of the spectrum, whether looking to achieve high grades or just to get by in a subject that has been proving difficult. I have also done intensive courses in schools focusing on different areas of the curriculum, especially in the run-up to exams. Throughout the last academic year I also worked at Bishop Challoner school in East London, working with students on English and Maths on a weekly basis.
For 11+ I have worked with individual clients in homes, but I have also run week-long intensive courses with groups of children to give them a full grounding in the demands of the exam. I am familiar with the differences in entry for various schools across London, and have devised strategies for the four key exam areas: English, Maths, verbal and non-verbal reasoning. I have also done interview prep for my students when they have succeeded in the exam.
I currently lecture screenwriting at University of Brighton, so have a strong grounding in the understanding of story-telling, and can work with undergraduate students in that field.
Having worked with students at all levels within my subjects, I know that each child is different and a different approach is needed -- so my first strategy is always to get to know a student's likes and dislikes both within the subject and in general (knowing their hobbies can be a great way in to forming questions!).
Beyond that, though, there are also set strategies which can work in most subjects. In Maths, I always look to assess a student's grasp of the calculation side of the curriculum, as without this it undermines the rest, then explain very clearly each part of the curriculum as we tackle it. That way, each new topic feels like an achievement and something the child has completed, rather than just another part of a seemingly unending mountain of work.
In English, tapping into the child's personality is key -- seeing what they like to write about, gauging how a particular text might appeal or relate to them. Then it's about building exam and essay strategies, looking at structure, creating key points, grammar, spelling etc.
For 11+, strategies can be vital in an exam that tests not only knowledge but literal thinking and rigid time-keeping. Positioning the reasoning elements of the exam as games is always a good tutoring strategy, while in Maths and English it's about tapping into what they already know and then unlocking their skills in how to approach the inevitable questions they've never seen before. I also work on getting them to vocalise everything they learn, as it helps to define what they know, but perhaps aren't quite certain on.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Goldsmiths College, University of London||2014||Masters||MA Scriptwriting|
|Dublin City University||2008||Bachelors||BA Journalism|