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Online Applying for Oxbridge Tutors
Hard-working tutor and undergraduate at University of Cambridge
I am currently a student at the University of Cambridge (St John’s College) with an excellent record in my academics. At school, I completed in several mathematics competitions, as well as performing well individually (gaining a gold in the UKMT maths challenge every year, and qualifying for the Olympiad in my last four years and consequently achieving two distinctions). My past threes have all gained the highest grade in their exams after having lessons with me and I believe that my success in helping my students stems from the fact that I am able to relate to them as I have sat through these exams myself.View Profile
Hardworking Cambridge student happy to help with Psychology, French and 11+
I am hardworking student who has just completed my first year at Cambridge University, where I study Psychological Behavioural Sciences. At school I studied French, History and Psychology A Level. I have always enjoyed languages and had an aptitude for them, having studied both French and Spanish through GCSE and the first year of A Levels. I have been both a French and Spanish mentor at my school where I have helped younger students to overcome issues they couldn't talk through in class. My passion for psychology began when I was able to pick it up at A Level, I ran a Psychology Club in my school, through which I was able to teach younger students interesting topics and engage in controversial debates. My passion grew through super curricular reading and volunteering that helped me to secure my offer at the University of Cambridge. After being scared and worried sick about exams throughout my whole school career I believe I finally cracked it in Year 13 and I would love to be able to reassure students and allow them to go into their exams feeling confident, and leaving knowing that they've done their best. My lessons will be tailored solely around the needs of the pupil and what they feel their main issue/struggle is, so please just let me know! I did Cambridge IGCSE French and Spanish, and AQA A Level French where I studied Tartuffe and Un Long Dimanche de Fiançailles for my written exam. For A Level Psychology, I studied AQA, with my Year 2 options being: Cognition and Development, Schizophrenia and Forensic Psychology.View Profile
Cambridge Law student offering a friendly and enthusiastic approach to learning.
Hi! I'm Natasha, a final-year Law student at the University of Cambridge. I love studying Law and seeing how it continuously evolves to adapt to modern issues and provide a framework for a just society. I am from a small seaside town in Lancashire and attended a state school. I tutor Law at all levels, English Literature and Oxbridge mentoring. I take a friendly and enthusiastic approach, with each session tailored to suit the student's individual needs. Outside of Law, I love travelling, volunteering and music festivals! Can't wait to hear from you.View Profile
Best tutor you’ll ever have!
Hi there! I’m currently studying Law with Modern Languages at Cambridge University and am looking to keep my languages working well through teaching them to other people. I love spreading knowledge of languages, and have extensive experience of personal tutoring for someone of my age. I’m easy to get along with, flexible and enthusiastic.View Profile
Trilingual Tutor with 7+ years tutoring experience in languages &social sciences
Co-Founder of Education & Career Management platform | Education & Language Advocate | Study Management Coach | Secondary School & University entrance applicationsView Profile
Accomplished tutor and undergraduate at University of Oxford
I’m a published author and expert in PR, marketing and multimedia story-telling. I studied English and French literature at Oxford, followed by Creative Writing at East Anglia. I have a deep understanding of memory techniques (I coached a well-known memory grandmaster), and so can teach effectively across all subjects, though my specialities are English, French and creativity/technique/skills.View Profile
Dedicated tutor and postgraduate of the University of Cambridge
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.View Profile
Hard-working tutor and undergraduate at University of Oxford
I bring three tenants to my tutoring: proficiency, engagement, and dedication. Firstly, students are confident that I know every bit of the material, which is really important in giving them the confidence to ask questions and understand new ideas. Secondly, I constantly engage with my students. I ask them questions, present ideas in relevant examples, and encourage them to problem-solve in detail. Thirdly, I am committed to seeing tangible improvement from my students. That means I'll spend time and patience in communicating critical concepts, whether that means nailing down ideas within lessons, scouting out useful reading, or running overtime, to make sure my students fully learn. Current PPE undergraduate at the University of Oxford. Can give lessons to anyone from GCSE to first-year undergraduate standard, including A-Level and IB. Enjoy teaching any students willing to learn, really good at helping students to 'come out of their shell', that is those that are a bit shy or inexperienced with problem-solving - getting them to analyse and think critically. Format is similar to a tutorial format that one would experience at university.View Profile
A passionate and experienced individual with a genuine love of learning!
I have 6 months experience tutoring in a local secondary school, and look forward to sharing my passion for learning to my students! I have just finished my first year at Oxford University, where I achieved a first overall. My techniques focus on encouraging students to really engage with what they're learning, through having discussions and answering questions. For A Level, the key to succeeding is not simply memorizing your textbooks, but exercising your analytical and critical thinking to go beyond what the syllabus teaches you. I know that many people struggle with learning techniques, and I emphasise active recall to all my students as a scientifically proven method for retaining knowledge. Having studied at Oxford for a year so far, I have gained a number of skills from its unique tutorial system, and hope to employ these techniques in my own teaching.View Profile