Academic Qualifications

Forest Hill Boys School

11 GCSE passes including A* in Physics and Resistant Materials and A grades in Biology, Chemistry, Maths and P.E.

Hillsyde sixthform

A levels: Maths(A), Chemistry(B), Biology(B)

University of Edinburgh

Chemistry Masters (1st class honours) with research project abroad (Hong Kong University)

University College London

Ph.D. in Chemistry (On going)

Title: Synthesis and study of kagome magnets


Teaching Experience

Love Learning Tutors

GCSE: Maths, Biology, Chemistry, Physics

A-Level: Chemistry

Tutor at UCL: 20th of September 2016 to 1st of April 2017

Undergraduate chemistry


Skills and Interests

I am part of the UCL improv comedy society where we put on shows at the university and other venues around London. In the summer of 2015 we put on a show at the Edinburgh Fringe Festival. I am also an avid reader and writer and will usually have either a novel or notebook in my hand. I enjoy playing sports, such as football and tennis, and keeping active with swimming and cycling.


Work Experience

Laboratory demonstrator, UCL: September 2014 to date

Script marker, UCL: September 2014 to date

Science demonstrator, Dongguan, China: November to December 2011

Back of house manager, Wimbledon Championships: June to July 2011

Materials Assistant, Princess Grace Hospital: September 2007 to March 2008


Personal Statement

Science and maths can be hugely rewarding as they teach critical thinking, physical insight, and challenging concepts. Despite this, these subjects can often be unappealing to students. I am passionate about the STEM subjects, from maths puzzles to the synthesis of exotic magnets (my research project), and I always aim to impart this enthusiasm onto students. I have recently finished teaching undergraduate chemistry tutorials at UCL and enjoyed the challenge of preparing the students for their exams. I find tutoring to be hugely effective in helping a student to engage with a subject, and I aim to foster an atmosphere where it is ok to make mistakes through positive reinforcement. Regardless of whether I am tutoring, demonstrating or mentoring I have found this to resonate with students of all abilities. I believe the best way to tutor is through a student tailored approach, which identifies gaps in knowledge and understanding, tied with clear objectives and logged progress, and have regularly apply this methodology when guiding students through their master’s project. Whether it is exam preparation, catching up, or problem solving, I believe students should learn through fun and effective lessons.