I am 27 years old with a MSci in Chemistry, PGCE in Science (Chemistry) and additional qualification to teach Maths. I have 8 years tutoring experience and 4 years teaching. I am able to quickly build relationships with students, which enables the tutoring sessions to become effective quickly. When I have tutored in the past, I have built up relationships with families and often tutor younger siblings after the older sibling's exams.
Teaching experience: KS3 science, GCSE combined science, GCSE triple chemistry, A level chemistry, BTEC Level 3 Unit 4 maths for engineering and IB chemistry. Across all these subjects I have experience of marking exam papers and providing detailed support to enable improvements.
Tutoring: Ages 6 - 18 across a range of subjects.
Specific history of students relevant to my current offer of tutoring services include: two students in KS2 Maths, three students in KS3 Science and Maths, seven students in GCSE triple science, one student for their Eton entrance exam, two students in GCSE maths, six students in A level chemistry and 1 student in A level maths.
Younger brother entrance exam to Eton, continued support during holidays until his GCSE exams. Older sister support during Year 11 for GCSEs in Maths and Science, as well as additional support in RE and French during study leave. I continued to be her tutor during sixth form for A level Chemistry and Maths.
Family who had recently moved here from Poland - 6 and 9 year old in English and Maths, mother in English.
Older sister for A level Chemistry for two years, following year I tutored her younger brother in KS3 Maths.
Ensure tutees have planned a revision schedule which is suitable and productive. This often means providing additional work to ensure the sessions are reviewed in their own time which enables better understanding and recall.
Work on revision techniques such as mind maps, revision cards and quizzes.
Use a variety of resources such as worksheets, videos and revision guides as well a tutor explanations to ensure deeper understanding.
Use tick lists of specifications to check whether knowledge known matches what is required.
Use past paper questions to apply knowledge, only after revising that specific topic. Subsequently use the mark scheme and examiners report to review exam questions.
|References Available||On File|
|University of Warwick||2015||PGCE||School direct (Chemistry)|
|University of Birmingham||2014||Masters||MSci Chemistry (2:1)|
|University of Birmingham||2010||Other||Foundation Year in Chemistry (1st)|
|Latimer Arts College||2009||School||A levels (Maths and Chemistry)|
|Unpublished feedback (Usually negative)||0|