I do not have any availability at the moment, unless either you are available during the school day or you are just looking for a very small number of trouble-shooting sessions
I came to Cambridge in 1992 after graduating from Oxford and have lived here ever since, with my husband and 2 sons. Having done some university teaching in the early 90s, I began teaching secondary science (KS3 & 4) in 2003. Twelve years on I decided to concentrate on private tutoring. I generally teach in my home in Cambridge (near Cambridge Leisure).
In addition to teaching I am an Assistant Examiner for 2 exam boards, marking GCSE Biology papers; this gives me a useful insight into common exam pitfalls, which undoubtedly helps when I am working with students on exam technique.
Potential students should be aware that this household includes 2 spaniels - so if you are allergic to dogs or frightened of them, then I am not the tutor for you. For students who are just a little unsure around dogs, I am of course very happy to do carefully managed introductions.
(Incidentally although Katharine is my first name, I have always used my middle name which is Laura.)
For nearly 12 years I was the science teacher at the Red Balloon Learner Centre in Cambridge (a small school which was set up to accommodate young people who had been the victims of severe bullying); for most of that time, I was also doing some private tutoring alongside. At RBLC I was responsible for taking students, spanning a wide range of abilities, through their GCSEs/ IGCSEs in all 3 of the sciences. I have taught a variety of different syllabuses and am well aware of the similarities and differences between them.
I have also supported struggling mathematicians from upper primary through to the lower end of GCSE maths (students who are targeting the top grades in maths would be better off with a subject specialist); I have particularly enjoyed the opportunity to work with adults whose school experience had left them with a fear of maths.
I have experience of working with students with a range of additional needs including anxiety, dyslexia and ASD, although it should be noted that I am not a qualified special needs teacher.
The beauty of 1:1 teaching is that it allows the teacher to respond to the needs of the individual, whether those needs are for systematic teaching of content or just for troubleshooting of particular problem areas. School science can often feel like a bewildering list of unrelated topics; I find that most students are helped by an approach which seeks to link the pieces of information to form a bigger picture. Building confidence in the learner is also very important; a dialogic (conversational) approach helps most students to realise how much they do, in fact, know.
I do not generally set homework, but as exams approach I encourage students to tackle past papers so that we can identify and address weaknesses both in knowledge and in exam technique.
|Availability||Weekdays (all times)|
|References Available||On File|
|University of Oxford||1992||Bachelors||MA (Zoology)|
|Unpublished feedback (Usually negative)||0|