2016 – 2019 University College London: BSc Natural Sciences 2.1
2010 – 2015 Reed’s School & Sixth Form
A Levels: Biology A; Chemistry A; English Literature A; Maths (AS) B
GCSE: 8 A*’s (Maths, English Literature, English Language, History, Biology, Chemistry, Physics and Latin) 1 A (French)
Love Learning Tutors
Common Entrance: Maths, English Literature, English Language, History, Biology, Chemistry, Geography and Physics
GCSE: Maths, English Literature, English Language, Biology, Chemistry, History and Physics
A-Level: English Literature, Biology, Chemistry
Transition Mentor:Mentored 1stYear Students on my degree course. This involved being a contact for academic and pastoral support and running weekly study sessions.
Debate Tutor/Captain: Led my school debate team and ran classes for younger students on the fundamentals of British Parliamentary debate, argument construction and rebuttal
GCSE Tutor: Tutored 2 other boys in my year in GCSE Biology and Chemistry.
Skills and Interests
President of Natural Science Society. Social Secretary of UCL Muay Thai Society
Public Speaking – 14 years experience in public speaking and reading. Certified Toastmaster - May 2015. Spokesperson for UCL Global Citizenship “Dar es Salaam” strand.
Performing Arts – Original cast member of “Walls”; 4 star award winning show performed at both the London Student and Edinburgh Fringe Festivals. Provided voice overs for the YouGov 2016 and Fidelity Investments 2017/18 grad-scheme promotional video. Accepted award at the Leatherhead Drama Festival on behalf of cast from Sir Michael Caine.
Sport: Rugby - 2nd XV UCL RUMS, Boxing, Muay Thai
For the majority of my time at school I relied on memorisation. I learnt things by rote and would repeat answers over and over; obsessing over and over until they were so cemented in my memory that I did not even have to think about the question, or what it meant or whether or not my response was even satisfying (“the mitochondria is the powerhouse of the cell”). My learning/answers became reactionary. That was until, after changing schools at 14, I felt the profoundly beneficial effects of teachers that challenged me to understand the theory behind the mark-scheme-perfect answers that I had memorised. Teachers that asked me, over and over again, why? Why? Why? It was initially incredibly frustrating, though eventually it began to become much clearer. Enjoying a subject is not about achieving a specific grade at all costs but is about understanding the underlying principle behind a school of thought. Excelling in a subject comes from your ability to understand “why” as opposed to being able to regurgitate “what” and “how” – though I have to admit examiners tend to ask for the latter. As a tutor I always want to emphasise the base principles behind a subject, to give my students the foundation upon which to ask more questions. I always want to provide my students with the tools to do well in exams but enough understanding to ask what happens next. Genuinely I believe this is the best way to nurture and develop passion through teaching and I sincerely look forward to working with your child if you both feel the same.