I have supported pupils ranging in age from 5 to 19, covering preparation for 11+, GCSE English, French, German, History, and Design and Technology, and A-Level students in Art History. I have worked with girls preparing for a range of competitive day schools (City of London, Godolphin and Latymer, North London Collegiate) and worked with material from a variety of exam boards (AQA, Edexcel and OCR).
Before attending university, I gained experience working with younger children in my volunteer work for the Homework Club at the Rugby Portobello Trust, an after-school club for primary school children, and as a live-in au-pair and English tutor for a five and seven-year-old during my gap year.
I have helped students with their applications to US Universities, navigating the demands of a different system. I have also provided essay writing assistance to first-year university students in Art History and Cinema and Media Studies, helping them to clarify and refine their arguments and to engage more fully with increasingly complex material.
Subjects I teach
7 / 8+: English, Maths, VR and NVR,
Pre-Tests / 11+: English, Maths, VR and NVR,
GCSE: History, English, French, German, Design & Technology,
A-Level: Art History, Art,
US University Application assistance.
I was educated at City of London School for Girls and Westminster School and went on to study at the University of Chicago and the School of the Art Institute of Chicago for my Bachelor’s. I achieved all A* Grades for GCSE, and 3 A*s at A-Level. While in senior school I was awarded the Design & Technology Prize at GCSE, a Sixth form Academic Scholarship at CLSG, and the Westminster School Art History Prize in my final year. While at SAIC I received the Presidential Merit Scholarship upon entry, the Oxbow Winter Merit Scholarship for Ceramics, and was selected for the Honors Capstone Class in Painting and Drawing in my final year.
My Passion And How I Inspire
Having grown up in the British education system, the challenges of competitive entrance to secondary schools and universities are familiar to me; being able to draw upon my own experience to help younger students navigate these frameworks while progressing with their own passions has proven to be an incredibly rewarding experience. I have always found great joy in learning, but I was lucky to encounter teachers who not only nurtured my potential but also my love of their subject outside the perimeter of the syllabus. In working with young people it has been my privilege to pass on this experience.
Patience, openness and communication are key to my approach; I aim to strengthen the learning strategies that a student has already cultivated and to be creative in my development of new approaches. I have consistently found that building confidence and a strong and open rapport between student and teacher achieve the best results while ensuring the student maintains a healthy perspective.