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Jade-Amanda's profile picture
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Jade-Amanda Laporte

Enthusiastic and fun Oxbridge educated tutor, eager to help you enjoy learning.

Hello! Do you or your children need help with Law? English? Maths? Careers advice? Oxbridge Applications? 11+ entrance? I believe passionately that learning should be fun. I have had a mixture of educational experiences including being homeschooled, educated in the private and public sector so have a fairly good experience of the education system! I draw particular focus on learning in a visual and fun way using many mediums such as video, games, audio, art and more and believe that learning should never be dull or boring (or you are doing something wrong!) LAW  Are you studying Law GCSE or A-Level or doing an undergraduate degree and need some extra tuition?  Or would you like some guidance on Oxbridge applications to the Law tripos? Do you need help completing your personal statement? Do you need help reading and summarising journal articles? Want a career as a barrister or solicitor and are not sure how to go about it? Then I can help! I read Law at University of Cambridge and am now at City University in which last year I won the university mooting competition. I have been president of two National Law societies and am very passionate about the subject. I am training for the bar at the moment and know a lot about the industry. So I'd be more than happy to help give you some lessons, enhance your knowledge and help with suggested reading material, brushing up your CV, and pass on all my little top tips.  CREATIVE WRITING; ENGLISH LANGUAGE; ENGLISH EARLY YEARS, GCSE & A-LEVEL; PROOF-READING, AUDIO TYPING  I studied for my English GCSE when I was 9 years old because it was my favourite subject and I have a very vivid imagination!  If English isn't your first language and you would like someone to help you with English - I can help with conversation, reading, and grammar.  If you need someone simply to read over and improve your assignments, let me help!  11+, ENGLISH, MATHS, VERBAL & NON-VERBAL REASONING & INTERVIEWS  I have endured that process of doing 11+ and managed to be successfully admitted to many public schools. I am happy to help give you any extra help you might need.  I have been DRB checked to work with little ones (I am a brownie guide leader)  I am based in Cambridge, fairly flexible with time and happy to converse via email, Skype, telephone, face-to-face lessons, or whichever medium works for you.

£30Per hour
350Tutor score
1015Students helped
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Tom Maclean

Online lessons

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.

£45Per hour
290Tutor score
1894Students helped
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Amir Saei

DBSOnline lessons

Inspiring and engaging mathematics specialist, 5+ to STEP

I am an award-winning qualified maths teacher and a maths specialist with 10 years’ teaching experience and 8 years’ experience as an examiner. I have had the pleasure of helping hundreds of students with varying initial attainment grow in confidence, achieve top grades and fall in love with maths. I have a Masters in Mathematics (MMath) from the University of Warwick and a PGCE in maths from the UCL Institute of Education. Prior to becoming a full time tutor I taught at several outstanding schools with my main employment being the Head of A-Levels and the Head of Further Maths at CATS College London, part of Cambridge Education Group (CEG). My research and experience have shown me that anyone can become an outstanding mathematician and enjoy the subject, they just need the right guidance. I bring an exceptionally high standard of teaching to my lessons. I have officially received an “outstanding” rating, the highest possible, every year I worked as a classroom teacher. My key strength is the breadth and depth of my mathematical knowledge alongside my ability to communicate complex ideas simply and in an intellectually stimulating manner. I have also earned numerous awards in recognition of my teaching and maths ability including the prestigious title of scholar at the “Institute of Mathematics and its Applications”. I have an outstanding track record. I have consistently achieved one of the best set of results in all the schools I have worked at. All of my tutees have attained or surpassed their expected grades with some achieving as much as a 5-grade improvement over the course of their tuition. 100% success rate with the 5+, 10+, common pre-test, 11+, 13+ and 16+, all secondary students have achieved grades 8 - 9 in their GCSE and all A Level tutee’s have attained grades B - A*. My students regularly secure places at the best schools and universities in the world with several winning awards in recognition of their exceptional achievements. Outside of maths tuition I volunteer at inner London schools and I mentor a growing community of maths teachers on a pro bono basis. My long-term objective is to leverage my understanding of maths, technology and pedagogy to create tools and institutions that raise the standard of maths education globally and help make maths education more equitable. Tutoring Experience ************************* Current and former students range from year 1 to university level. I have taught; KS1, KS2, KS3, GCSE, iGCSE, MYP, Pre-U, A Level, IB, AP and University Foundation (Bellerbys College, CATS College, Chelsea Independent College, DLD College, ONCAMPUS and MPW) maths and further maths across nearly all exam boards (Edexcel, OCR, MEI, AQA and CIE). I also have extensive experience helping students prepare for entrance exams such as 5+, 7+, Common Pre-Tests, ISEE, 10+, 11+, 13+, 16+, STEP, AEA, MAT, CSAT, the maths section of BMAT, SAT and ACT, the quantitative reasoning section of UKCAT, GRE and GMAT, competition maths such as UKMT and BMO and various school scholarship exams including but not limited to, Kings Scholarship for Eton College. The bespoke service that I offer to each of my students is tailored to their needs, from tutoring students throughout the entirety of their formal education, to providing a 2-week crash course for upcoming exams. I offer in person tuition in London and would consider international travel given the right role. I also offer what I believe to be the most comprehensive online tuition in the industry. Here is a list of universities which my students are attending or have secured a place/scholarship at: University of Cambridge, University of Oxford, University of Hong Kong, NYU, Imperial College London, LSE, UCL, Durham University, University of Warwick, King's College London, University of Southampton, University of Melbourne, City and Bocconi University. Here is a list of schools which my students are attending or have secured a place/scholarship at: Eton College, Harrow School, Dulwich College, St Paul’s School, King’s College School, City of London School for Boys, Highgate School, Winchester College, Mill Hill School, Portland Place School, Radley College, Forest School, The King’s School, St Christopher’s School, Wetherby School, North Bridge House School, Godolphin and Latymer, Jags, The American School in London, Tonbridge School, Merchant Taylors’ School, Queen’s School, Francis Holland School, South Hampstead School, King Fahad Academy, Misk School, Bellerbys College, Westminster Cathedral Choir School, Abercorn School, St Anthony’s School For Boys, EGA School, CATS College, Eaton Square School, MPW, Kensington Park School, The Haberdashers’ Aske’s Boys’ School, Chepstow House School, Wycombe Abbey School, Queen Ethelburga’s, Headington School and Wellington College. Tutoring Approach ************************* My tutoring approach is based on the belief that most students’ difficulties in maths arise from insufficient understanding of fundamental concepts, which are often glossed over in school. Unfortunately, students do not seek guidance as these topics are wrongly considered as easy or teachers are not sufficiently qualified to explain them. I see this issue across all age groups and levels of attainment. Maths is a subject where one thing follows on from another, so at some stage this lack of understanding catches up with students and forms a barrier to their learning. One of the first things I do with my students is invest time to see their understanding of fundamental concepts and if necessary, revisit them. I believe this is one of the reasons for my student’s success and fast progress. Then I build on this foundation by working through more complex topics and concepts, looking at them in a more thorough and enriching way. I always emphasise the importance of being able to explain why, a sign of true understanding and a prerequisite for enjoying the subject. Finally, I make sure students can transmit their knowledge during examination, this is where my experience as an examiner has proven to be invaluable. For most of the lesson students will be solving problems, each problem presenting a different piece of the puzzle, until they reach that “aha” moment where they have mastered the concept. By asking a series of well thought out questions, rather than lecturing the students, I can help students discover for themselves underlying misunderstandings that they may have and address them. Having taught for nearly 10 years, I know how to structure lessons such that each lesson is flexible enough to cater to the students’ needs and interests whilst making sure that sequences of lessons can follow a meaningful structure. As someone who is actively involved in a wide variety of maths research, I build a narrative around maths that caters to the student’s interests, inspiring them to learn more. I place a real emphasis on helping my students to take control of their own learning and discover what works for them, so they can become independent learners. By working collaboratively with the parents/guardians/governesses and the student, I create a bespoke tutoring plan for their tuition. Each student will have an online workbook which will contain all class notes, homework, tests as well as anything else related to our sessions. I continually monitor students’ progress and adapt the scheme of work and tuition according to their needs. A final note from me. A good understanding of maths has impact far beyond one’s maths education. Not only does maths permeate every field of scientific endeavour, from helping explain the colours of the sunset to the architecture of our brains, it now plays a pivotal role in all aspects of modern society including finance, economics, cybersecurity and artificial intelligence, to name a few. I believe that prioritising one’s maths education is vital to the future prospect of an individual and the position they will play in society. But aside from utility, mathematics when understood is inspiring and fun. As Bertrand Russell wrote in Mysticism and Logic (1918) “Mathematics, rightly viewed, possesses not only truth, but supreme beauty”. Please feel free to contact me if you have any questions. CV, references and research papers are available upon request.

£200Per hour
240Tutor score
391Students helped
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