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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.
Dedicated tutor and undergraduate at The University of Exeter
I am an articulate, hardworking and motivated individual. I am also calm, organised and love learning new skills. I welcome feedback as I believe it facilitates my self-awareness and growth. I love Mathematics, History and English Literature and have a clear passion for teaching these subjects, however I can also offer tuition in Science. I am a sensible, dependable and flexible teacher who can tutor gifted and at-risk of failing students. You can rely on me to support students to achieve their best and master their subject.
Keep calm and get a good tutor. How bout Me? ;)
Hi !! 😁😁 Call me Jo! I am currently an engineering undergraduate at Imperial College London and am passionate to share my love for STEM. Having achieved 4A* and 1A at A level last year, I know exactly what is needed to succeed in the exams. Coming from a franco-Chinese family I also benefit from being trilingual. This took hard work but more importantly ‘smart’ work too and I constantly review my learning methods to ensure they are as efficient in the language learning process as possible. I am currently using it to learn German... so you could join me on the language learning journey! Or go for the more traditional and serious subjects such as math and the sciences. I have had a good deal of teaching experience both online and offline and am keen to engage on Scoodle too! So if you think you’d be interested, don’t hesitate to message me and we can figure it out from there 👌
I have a passion for maths!
Hi there, I am an Engineering Science student at the University of Oxford. I like to ease topics in by trying to link them to physical/tangible things wherever possible to make visualisation easier for students. This can help gain a stronger grasp of a topic.
University of Cambridge Geography Student
University of Cambridge 1st year Geography student who enjoys helping people succeed at GCSE, A-Levels and Admissions, specialising in Geography. Might work you hard but you will see results. Friendly and kind but will push you to the best of your ability. High availability to suit your needs. Achieved all A’s and A*’s at GCSE and A*AA in Geography, Philosophy and Environmental Science A-Level. I achieved full marks in my GCSE geography exam and A-Level Geography coursework. Have previous experience with tutoring students preparing for Oxbridge applications and A-Level Geography. I personally particularly enjoy human geography and emerging focuses such as the environment and sustainability. In my spare time I love to dance, spend time with my family and friends and play with my cats.
Qualified teacher of Religious Education, Philosophy and Politics
I trained as a teacher at Lady Margaret Hall, Oxford having gained a first class degree in Liberal Arts at the University of Winchester. I'm a fully qualified teacher (QTS and DBS checked) and I have experience of teaching GCSE and A Level Religious Studies, Politics and Philosophy. I also have experience of helping sixth formers get in to Oxbridge and other Russell Group universities.
Skilled tutor and undergraduate studying Engineering at Cambridge University
I tutored maths throughout sixth form school years 7-11. I like trying to offer my students a new insight into a problem and won't move on untill I feel that they have understood the problem to an A* standard.
Structured revision and learning for academic success!
I am hugely passionate about essays! To get an essay structure right, to ensure a flow of argument, and a continuity of well-selected evidence is to ensure a high grade. With this in mind, my tutoring will prepare you with both a depth and breadth of knowledge, together with an academic rigour ahead of your exams or coursework. Some things about me: I’m incredibly interested and passionate in the interplay of politics, religion and human rights. I’m about to start my Cambridge degree in Theology. I have been the recipient of a number of awards: - The London School of Economics’ Political Review Essay Competition (1st Place) - The United Nations’ FERA Partner Award at the Plural Plus short film competition - Finalist in the John Locke Institute’s Philosophy Essay Competition - Awarded an Honorary Academic Scholarship at Charterhouse School