Over 400 hours of tuition since 2014, both privately and via top London agencies, and with students ranging from 9 to 19 in age.
I have worked on students for the 11+ exams, common entrance, GCSEs and A levels in a range of subjects.
The majority of my experience is in University Applications, whether that is personal statement refinement, choosing a university or course, or doing interview preparation.
Subjects I teach
Medical School applications – university selection, personal statement, work experience/volunteering advice, UKCAT, BMAT, interview preparation (traditional & MMI)
Biology up to A level – experience with OCR, Edexcel and Pre-U course
Chemistry up to A level – experience with OCR, iGCSE and Edexcel
St Pauls School Barnes
A levels – 4A* – Biology, Chemistry, Maths, Art (+ A in AS level German)
GCSEs – 12 A*s – core subjects + French, Spanish, Drama, Art, Latin, German
Awarded John Colet (academic) and South Square (art) Scholarships on entry to the school and at entry to 6th Form
St Catharine’s College, Cambridge – 2.1 in pre-clinical medicine and social anthropology
Chairman of RAG at – in charge of a team that raised over £160,00 for charitable causes over the academic year
University College London Medical School
MBBS from University College London
Torbay Hospital, South Devon – employed on Academic Foundation Programme with a focus on Medical Education
My Passion And How I Inspire
I am a very visual learner and use this extensively with my students in the form of pictures, diagrams, power-points and videos. Some of these we draw together there and then, with elements of a mind map or schematic, others I find or put together beforehand. This also means a student is left with a concrete learning method that in my experience, they’re more likely to look at after I leave than notes.
If I’m not drawing a diagram, I also tend to use physicality to help students with ideas. For example when thinking about atomic movement or collision, if a student isn’t understanding the concepts, we’ll get up and walk round the room together and consider how heating up the room would affect this walking if we were atoms.
With older students, I very much let them take the lead in terms of what we cover, and I expect a degree of self-directed learning in between our sessions. I am also happy to cover extension material that is interesting and contextualises the syllabus, for example discussing the wider social and medical repercussions of an HIV infection, on top of the basic facts which the syllabus specifies.
Despite my English accent, I’m an Australian citizen and my great-grandparents founded the oldest café in Australia – the Paragon.