Select which subject you are studying
Select which level you are studying at
Where would you like your lessons?
Select the price ranges you would be willing to pay within
£75 or less
Which times would you prefer your tutor to be free at?
A friendly and enthusiastic leaner committed to achieving your full potential
I am a junior doctor working at St George’s Hospital London with a 1st class honours degree in Neuroscience and Mental Health. I am a very keen teacher and have worked as a private tutor since September 2017. I have had a number of clients who have all excelled in their studies with the help of tuition. Prior to this, I held a position at St George’s University as an anatomy demonstrator (2015-2018) where i taught anatomy, physiology and clinical medicine to student doctors and healthcare professionals. I believe that with focused tuition, together, we can help boost your grades and importantly, your confidence in the subject. I offer a range of subjects in addition to one-to-one and group tuition. Please feel free to contact me if you have any further questions. I look forward to hearing from you!
Cambridge and Imperial Science grad. 15 years teaching experience.
Key Stage 2: Since 2017 I have been working as a science and maths teacher in a specialist SEND school with primary school-aged children with a wide range of learning difficulties, including ADHD, Asperger's. dyslexia, dyspraxia and dyscalculia. This has involved planning engaging and fun practical science experiments in line with the KS2 curriculum, and devising interactive maths lessons to help the students grasp basic numerical concepts . - Case study: "I", aged 9, with ADHD, dyscalculia, Asperger's. Science: "I" had a keen interest in the 'messy' side of Science, so our experiments were generally Chemistry-oriented, involving chemical reactions that invariably produced interesting substances, explosions or slime. He learned how to write up observations in his exercise book independently, and further explore the 'theory' behind our experiments. Maths: "I" struggled with counting and subitising, so we worked on counting forwards and backwards to 20, and subitising groups of 2, 3, 4, 5 and 10, using Dienes cubes and other objects. Eventually he could manage these tasks consistently and moved onto creating given monetary values using coins. Common Entrance: I have prepared numerous students for entry at 13+ at both normal and scholarship level for secondary schools including Eton, Westminster, King's College Wimbledon, Dulwich, Radley, Wetherby Senior etc, all of whom have successfully gained entry to their chosen schools. I have particular experience in the Eton King's Scholarship paper, and have coached 6 boys for this exam, 3 of whom are now current King's/ Oppidan scholars at the school/ college. - Case study: "A", Eton King's Scholarship exam. "A" was naturally very bright, but severely let down by poor exam technique, including badly structured 'long-answers' and extremely messy (often illegible) writing which prevented him achieving the high scores of which he was capable. We discovered that his handwriting deteriorated as a result of perceived time pressure, leading to him rushing his answers to the longer questions and spewing out garbage. Despite this, he invariably failed to complete a paper under timed conditions. We therefore focussed heavily on techniques for answering and structuring long answers appropriately and concisely. By understanding the proper way to answer questions, and that he could say more with less, his answers become both more legible and higher-scoring, and he was also able to complete the papers in time. He went on to earn the scholarship. GCSEs: My GCSE students have been by far my biggest cohort over the years. I am equally at home with Biology, Chemistry, Physics and Maths at this level, and have already taken a number of students through the first round of the new 9-1 Maths specifications. I have also home-schooled at least 7 students in these subjects (from memory!), meaning I have often had to teach the entirety of the specifications from scratch, and set and mark regular homework in addition to providing exam preparation. - Case study: "R", home-schooled, IGCSE Maths and Sciences "R" had been excluded from his school at the start of year 10 for behavioural reasons. However, he had been offered a second chance to return to his school on condition that a) he provided regular proof that he was continuing to study for his GCSEs in the form of notes etc. and b) he could achieve at least an A in his IGCSE Maths, which he was due to take the following summer, a year early. I was contacted to work on maths and the three sciences with him. We met 3 times a week, allotting equal time for each subject. "R" had either mislaid or simply not made any notes for any of his subjects, so we had to start at the very beginning, ensuring not only that he had a comprehensive set of notes on each subject, but that he was keeping them sufficiently organised that he might send copies to his school. Come the end of the year, "R" achieved an A* in maths and was offered a place to return to his original school. A-Levels/ IB: My A-Level/ IB specialism is Biology. Most years I usually take on at least 1 or 2 students at this level. Biology is notorious for being one of the most 'content-dense' A-Level/ IB topics and there is a lot of factual learning involved, combined with some complex concepts. Invariably the topics that cause students the biggest headaches are the biochemical pathways of respiration and photosynthesis. I find the best way to help students learn these is to get them to focus on the bigger picture - what is the purpose of each step, and the process as a whole? What are the important outputs? How does it all fit into the grand scheme of things? Biology becomes a lot easier to digest when the interconnectedness of all life processes is appreciated. Everything is a cog in a big living machine. - Case study: "H", OCR A-Level Biology "H" was studying Biology alongside 2 non-science A-Levels. She required two As and a B to get into her preferred course at university, and whilst she felt As were attainable in her non-science A-levels, she was struggling to meet the B grade boundary in her internal Biology tests and exams, often dropping to a D. After reviewing her mock scripts, it became clear that, besides an insufficiently deep understanding of certain topics, "H" had shortcomings in her exam technique. We initially identified the topics in which she struggled (mainly 'pathway' questions) and focussed on breaking these down and learning them inside out and back to front. We then moved onto practicing related long-answer exam questions, and establishing a consistent approach to answering them. "H" eventually became confident in tackling these topics and questions unassisted. She gained her B grade and her place on her preferred course.
Qualified teacher status with 15 years experience teaching at A-level and GCSE
Holder of a degree, masters and PhD in Physics. Over 15 years teaching experience at GCSE and A-Level. I also hold an enhanced DBS for your peace of mind.
First class Medical School Graduate from University of Oxford
My main area of expertise is medical school and Oxbridge interviews built on a solid background of GCSE and International Baccalaureate/A-level knowledge
Graduate from University of Nottingham and resourceful tutor
Currently a paediatrics trainee, interested in mentorship of prospective medical students. I have experience in applying for international medical schools as well as private medical schools.
Passionate and experienced in helping others get into vet school.
Just finished my 6 year veterinary degree and am looking to teach science and languages. I would be particularly open to sessions specific to applying for veterinary medicine; I have worked in the RVC's admissions department and represent them as a Student Ambassador for 6 years. This has involved interviewing students in the MMIs when they apply to vet school, going to careers fairs, speaking at schools,running open days and working at summer schools for vet students looking to apply to the RVC. I have done extensive work with the outreach team, which involved involving students from diverse backgrounds with the RVC and giving them the application help that herhaps their school was unable to provide. As such, I have extensive insight into the best methods for securing a place, whatever your background. I was offered 3 out of my 4 vet school choices: RVC, Glasgow and Liverpool and also had a Nottingham interview. I have connections at Bristol, Liverpool and Edinburgh vet schools, therefore a good insight into how they compare. I have some time off before starting a job as a vet, so was looking to put my knowledge and experience to use for a few months to help others who were in my position. My mother is french and I am naturally a linguist, therefore am as qualified to teach languages as I am to teach science/ veterinary medicine.
Future York medicine student with good experience in getting into Med school.
Studied Geography (A*), Chemistry (B) and Biology (B) for A levels at Tonbridge. Currently on a gap year before studying medicine at York in September. GCSEs: 8A* - Geog, History, French, photography, maths, physics, chem, bio 2A - English Lang, English lit
Psychology undergraduate at King’s College London
Hi! I’m a friendly person that loves teaching. I’m an experienced tutor, having tutored in GCSE maths, KS3 German, GCSE psychology, A Level psychology and English prior. I have also volunteered by teaching debating in underperforming schools.