Claire W

I tutor Key Stage 2-3 Science, GCSE Biology, Chemistry and Physics, and A Level Biology.

Below is a snapshot of my recent tutoring experience.

STEM (Science, Technology, Engineering and Maths) – Tuition for students aged 9-12.

To enrich classroom learning and inspire a wonder of science in the younger age groups, I developed and delivered a bespoke STEM course for Years 5-6 students, accredited by CREST and based on the Primary and Secondary. I championed real-life, interactive methods in all sessions, from ‘mining’ chocolate chips from chocolate chip cookies to determine the viability of mining metals from ores, and teaching Newton’s laws of motion by designing, creating and launching rockets with the students. Sessions were conducted in small groups to allow discussion and development of ideas. I received widespread praise for the courses’ ability to break down challenging Science concepts using relatable examples.

Maths – Tuition from 11+ to GCSE level.

I have tutored for the 11+ on a one-to-one basis, taught Maths at GCSE level within a secondary school and marked the Maths element of the UK government’s Year 6 SATs papers 11+. All have enhanced my ability to identify exam techniques necessary for examination success at the various levels, while also reinforcing my ability to teach Maths at for learners aged 9-16. I particularly enjoy utilising this experience to support students with the Maths requirement for success in Science, at Key Stages 3, 4 and 5.

KS3 Science taught over one year.

I was approached to tutor a student with high functioning autism. He found school challenging, but had a great love of Science. His parents wanted to give him the opportunity to have weekly Science tuition with me. As he found school exhausting we agreed that a Sunday afternoon would work well. These sessions gave him the opportunity to work at his own pace and to receive regular positive feedback. It also gave him the opportunity to ask questions that his class teacher often didn’t have time to answer. After his first session his dad sent me an email saying that his son loved the hour and was “pumped.” These sessions have since continued and are a highlight of my week.

A level Biology (AQA) taught over a one year period.

A very high achieving student who needed extension material and guidance in preparation for and applying for Biomedical Science at Oxford University. While teaching required a focus on exam technique and answering at the required level, her interest in the subject surpassed that of the course. She enjoyed the opportunity to break away from the course content and discuss extension material, while seeing her efforts reflected in outstanding test results. She invited me to read her application and make comments. She ultimately gained an A* in Biology and a place at Oxford to Study Biomedical Science.

A level Biology (AQA) taught over a two year period.

An able student with a keen desire to study veterinary medicine. Highly organised and well motivated. This student was keen to put in the necessary work required to exceed her target grade and achieve her goal. We focused in particular on the skills needed in the synoptic essay. This allowed her the opportunity to make key links between fundamental concepts, thereby improving application during exams. The bespoke sessions worked well for her as she had already completed past papers and questions provided by teachers. She particularly enjoyed having the opportunity to pre-learn content for lessons taught in class. She was well rewarded with her A grades and accepted a place to study at RVC University in London. She is now a veterinary surgeon in Devon.

A level Biology (AQA) taught over a two year period.

An able student with a keen desire to study medicine. His enthusiasm and determination to achieve his goal was clear. However his examination technique frequently saw him score one mark for two mark questions. He was simply not achieving the grades that he was capable of. Use of past paper questions that had been specially selected to hone this skill proved beneficial. He particularly enjoyed relating topics to his career aspiration, linking biological processes with health and disease outcomes. This allowed him to maintain his focus when concepts became very challenging. He was well rewarded with A grades and accepted a place to study medicine in Plymouth. He is now a qualified Doctor.

A level Biology (AQA) taught intensively over one year to retake both year 12 and 13.

This student came to me having scored a D grade in Biology and an E in Chemistry. He felt he could do better and was retaking the year to see what he could achieve. This student came to me with low confidence and anxiety. Support with time management was key. He required direction and short achievable tasks to start. He used his love of Art to make flow diagrams of biological processed and created art work for key concepts. This gave him time to process new learning and collate it in a way he enjoyed. He was overwhelmed to be awarded an A for A level Biology at the end of that year.

A level Biology (Edexcel Salters A) taught over one year.

This student had received disappointing grades for year 12. His aim was a B and was delighted when after six months working together his mock results turned to A grades. This student had dyspraxia. He required additional time to process longer stage questions and manage his time during exams. It was clear to me that he was actually answering above A level standard on topics that he was particularly interested in, but gaining no credit for this. An intensive focus on exam technique and use of flash cards to recall “set piece” answers proved invaluable. His parents commented that the school had noticed a marked difference in both his confidence and his attitude to learning in class.