Lucy FO

'I don't know how I would have got through the exams without Lucy - she is patient and so enthusiastic that I am enjoying the subject much more than I was before we started and feel a lot more confident - I think I'm going to miss homework during the holidays!'

Georgie, English Tuition

  • 11+

  • 13 +

  • English Language

  • English Literature

  • French

  • Maths

  • Science

  • Spanish

  • UCAS Guidance

Academic History

After graduation, I moved to Mexico where I worked for four years as an English, French and Spanish teacher to children and adults, also as a dancer, and as part-time curator in an art gallery. I also ran literacy workshops and supervised homework sessions for local children. Returning to the UK, I went back to Oxford for a Masters in Creative writing and critical theory, for which I was awarded a Distinction. For three years I worked in the literary fiction department of a well-known publishing house, but missed teaching and went freelance in October 2013. Now I am a tutor and freelance editor, as well as a research student and undergraduate supervisor in Spanish at Cambridge University, where I teach literature, translation and essay writing and study skills.

Jesus College, Cambridge (2015-)

PhD in Spanish, specialising in Mexican art and literature

  • Christ Church, Oxford University

MSt Creative Writing – part-time 2008 – 2010 (Distinction)

BA Hons English Language and Literature – 2003 – 2006 (2:1, 69 average)

1st Class extended essays – Penelope Fitzgerald; Virginia Woolf: Writing and Visual Arts.

Ref. Peter Conrad, Prof. Christopher Butler

  • Wellington School, Somerset 1997 – 2002

A-Level English (A), French (A), Biology (A)

AS Level Photography (A)  Maths (B)

GCSE    7A* (Latin, History, English, French, Biology, Chemistry, Physics)

2A  (Maths, Geography)

  • Francis Holland School, London 1995 – 1997
  • St. Christopher’s School, London 1989 – 1995

About Me

My specialist subjects are English, Spanish and French. I also teach 11+ and 13+ entry and GCSE Biology, Science, Maths, humanities, essay planning, exam and study skills, interview technique and provide support with UCAS applications. I have taught from primary to A-level and to undergraduate level (English and Spanish). I am an inventive, friendly tutor (occasionally firm!) and hope to build my students’ confidence in, and enjoyment of, their subjects through patience, enthusiasm, dedication and fun. I especially enjoy the personal interaction with students, and the visible progress that is made through one-on-one or small group tutoring.

I went to competitive London schools, a West Country boarding school and then to Oxford University, where I studied English literature, so I can identify with the competitive environment in which pupils find themselves.

Recent tuition

Please find some examples of the students I have worked with below.

UCAS and INTERVIEW TECHNIQUE:

Support for E, V, T and S in writing their personal statements. I also helped them with interview and exam technique and effective essay structure. They are all going to their first choice universities.

ENGLISH:

L,18 – IB, we met when L was struggling to prepare for the exams after worrying mock results and worked on all areas. He came out with a high grade and got into his first choice university – tears of joy in August

H,18 – first year undergraduate English, helping her to adapt her A-level thinking and writing to the more demanding university context.

J, 21, third-year undergraduate in English, with mild dyslexia. Having worked together throughout the course so far, this year things have intensified and J’s writing style is improving no end as she tackles far more complex ideas with ease.

GCSE – E, J, V – help with written work, Science and Math

13+ all subjects – J, O, A

A-LEVEL – B, L, V, E – essay writing, exam technique, an overview of English literature and how to approach questions by putting the books in their wider literary context in order to achieve the top grades.

SPANISH:

GCSE Spanish – Written, grammar and oral work with A. who attended South Hampstead School. Supporting A throughout her course in Year 10. I will continue to work with A. during the next academic year when we will focus on exam specific skills in preparation for her final GCSE exams. A. is aiming for a B or A grade.

GCSE Spanish – G. is aiming for an A or A* in her final GCSE exams next summer, so we are focusing on improving her written work and grammar. G.s speaking skills are already quite strong but we also cover these skills each time we meet.

Pre-GCSE Spanish – V. needed an introduction to the basics of Spanish, having decided in Year 9 that she would pursue that subject to GCSE level. We worked together over a 3 year period until her final GCSE exams

Pre-GCSE – Joint and individual lessons with Year 9 students A. and E, focusing on basic vocabulary and improving confidence in oral work. We worked together over the course of one academic year but both girls decided not to continue with Spanish to GCSE level.

FRENCH:

GCSE French – ad hoc sessions to support Emily, an extremely able student, with exam preparation, oral and written and listening practise, and to keep her on her toes and make sure she stays at the top of her class at a competitive London school.

IB standard level French – two students from Marlborough College who had been having difficulty engaging with French and had no enthusiasm but, by the end of our second session, were laughing, enjoying themselves and asked me to continue with them next term.

BIOLOGY:

GCSE and A-Level Biology for V, 15 – 18, I supported V during her GCSE and then her A-Level Biology, to reinforce what she was learning at school and help her tackle difficult questions.

AQA AS Biology with E – consolidating the syllabus and providing entertainment, encouragement and support.

ENGLISH AND STUDY SKILLS:

AS English & Biology – D, 17, missed a lot of her lower sixth year due to ME – I have been helping her with English and Biology A-level and last year helped her with GCSE subjects including English, French, Biology, Spanish, History.

MATHS AND ENGLISH:

L, 14, is dyslexic and much more interested in sport and drama than in English and Maths. I’ve been tailoring our lessons (including working in elements of drama and creativity) around her interests and she is much more engaged and has started reading and writing in her own time.

H, 13, is hard-working and enthusiastic. I have been supporting him in English and Maths, and also helping him to improve his French conversation and provide general support with his studies.

11+ and 13+:

I teach all areas of the 11+ (including pre-tests), as well as maths, English, and languages for the 13+, and have helped children gain entry to Eton, Harrow, Marlborough, Godolphin & Latymer, Francis Holland (and other London Consortium girls’ schools), Winchester, Wellington, Wycombe Abbey, St. Paul’s, Alleyn’s, Lady Eleanor Holles, Brighton College and City of London.

11+ Maths and English – Weekly tuition for J. in preparation for 11+ exams next year. We are focussing on exam technique for entrance into some of London’s top schools.

11+ Maths and English – Weekly lessons with L. in preparation for 11+ exams next year. We are working on reasoning, comprehension and maths exam skills for the paper.

11+ English – Weekly lessons with G. in preparation for 11+ exams next year. We are focusing on building on his basis his comprehension skills and helping G. think more creatively in his composition pieces.

11+ at City: I have tutored several pupils, boys and girls, who have been offered places after I’ve tutored them in maths and English. I focused on exam technique, interview practice, composition, or in whatever areas they’ve needed help (the approach is different for each child).

11+ at Highgate – I have also tutored several children for entry to Highgate. I focused on English, maths, composition, interview technique and reading strategies. I determine my approach depending on what I see as the pupil’s strongest or weakest characteristics, taking care not to give them any ready made approaches and helping them to think for themselves and play to their own strengths. Many of my closest friends went to Highgate so I’ve been familiar with the school for a long time.

13+ Common Entrance Level French, English & Maths: A, 13 – I’ve been helping with homework, especially English, French and Maths, and talking about her GCSE choices and helping her to decide where her strengths lie. Will continue to teach her her when she starts her GCSEs in September.

LITERACY AND NUMERACY:

Pre-prep Maths and English: S, 5, recently diagnosed with Aspergers syndrome and was having trouble adapting to life at ‘big’ school. I read with him and played and encouraged him to talk about school and how best to interact with the other children. He has now been at school for a few years and we are in touch but he hardly needs me anymore!

G, 5 – literacy and numeracy support and development.

[His mother: ‘I cannot believe what the two of you have achieved over the past couple of months alone – he is always excited to come to lessons and is now reading much more fluently than before.’]

A, 3 – A is gifted and was getting frustrated that he was so much more advanced than many of his peers so I have been tailoring lessons to suit his literacy and numeracy level, gradually learning sounds, fractions and blending words.

E, 6 – English is E’s third language, I have been helping her to use the reading and writing skills she already has and transfer them to a more fluent level of English. We are also masterminding a new restaurant idea and spend the last ten minutes of each lesson adding to our menu.

N, 30 – N did not complete her secondary education and has now decided to apply to college courses, I am helping improve her literacy in order for her to be able to express herself more freely in applications and interviews

SEN:

Aspergers: My brother (who won’t mind me saying!) has Aspergers Syndrome and is now in his mid 20s and doing a PhD – so I have had experience of spending time with Aspergers for almost all my life and have first hand experience of how the condition can be understood, managed and then converted to mainstream professional success.

Undergraduate Dyslexia Support – G, 19, is dyslexic and studying English at the University of London. I’ve been helping her with the transition from A-level to degree level thinking, helping her to make useful revision notes and to overcome difficulties with verbal and written expression and to practise exam technique using sample questions. She has just finished her exams and I will be continuing to teach her for her second year.

SCHOOLS EXPERIENCE:

– English (Language and Literature) and French in a college in Mexico – ages 14-18, including more intensive after school sessions with smaller groups of students.

– English (as a foreign language) and French in a private language school – ages 5 – 37.

– After school lessons with pupils from Wellington School in Somerset, where I went to school myself – help with French, English, Biology, History at GCSE and Key Stage 3 level.

– Creation Theatre – Shakespeare and drama workshops – focus on story and character to make Shakespeare plays accessible and engaging for primary school age children.

– Xaltemba Gallery – Creative writing and Spanish workshops for adults and teenagers.

– Private Spanish language and conversation classes with adults.

Hobbies and Interests 

I spend a lot of time reading (for work) and writing but I also love dancing, theatre, art galleries, the seaside, travel and adventure!

I am interested in anything Latin American so I spend quite a lot of time reading the books, eating the food and listening to the music from that culture as well.

Client Testimonials

Georgie: ‘I don’t know how I would have got through the exams without Lucy – she is patient and so enthusiastic that I am enjoying the subject much more than I was before we started and feel a lot more confident – I think I’m going to miss homework during the holidays!’

Georgie’s mum: ‘Everyone needs some Lucy-magic’

Sam: ‘I feel much better about my revision and going into the exams having been through the term’s work with Lucy. She added some extra things I hadn’t seen before as well, and some useful ways of managing when I feel overwhelmed.’

 

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