Academic Qualifications

Durham University

July 2016 – BA (Hons) Philosophy and Theology (2.1)

Chelmsford County High School for Girls

May 2012 – International Baccalaureate

40 points

Higher Level: Philosophy (7), English (6), French (6)

Standard Level: Biology (7), Spanish (7), Mathematics (6)

July 2010 – GCSE

A* - English Language, English Literature, Mathematics, Physics, Chemistry, Biology, IT, History, French, Latin

A – Religious Studies, Graphic Design


Teaching Experience

Love Learning Tutors

Common Entrance: Mathematics, English, Science, Latin, History, Religious Studies

GCSE: Mathematics, English, Biology, Chemistry, Physics, History, French, Religious Studies, Drama

A Level: English, Drama, Philosophy, Religious Studies

St Cedd’s Primary School, Chelmsford: September 2010 to August 2011

Coaching for the 11+ exam and helping with KS2 homework at afterschool and holiday clubs.


Skills and Interests

I am passionate about theatre; during my school years I was able to perform in a number of plays and musicals and at University I tried my hand at writing, producing, and directing. As well as seeing as much theatre as I can, since graduating I have continued writing plays and directing, such as with Mountview’s Catalyst Festival. My hobbies also include running and attending dance classes.


Personal Statement

I am extremely fortunate in having been taught by, not only very capable teachers, but teachers who were passionate about their subjects, and wanted to nurture a similar passion in their students. However, I was especially lucky in that I was inspired by many subjects – from modern languages to English, classics and drama. As my understanding of these subjects grew so did my appreciation for how, although taught as separate classes, these were not disparate topics but crucially intertwined, and essential to each other. I am motivated to tutor because of the opportunity to go beyond the syllabus and encourage this holistic approach to understanding subjects as I believe it can help students build confidence in areas they are struggling with and appreciate their subjects more. The first time I saw this work was when I was in sixth form and my parents had a foster placement of a fourteen-year-old girl. I agreed to help her with her homework, especially in modern languages, which she was struggling with. It became clear that it was her confidence that was holding her back, rather than her ability – she was nervous about speaking out in class and for oral assessments, and overwhelmed by the grammar. I tried to encourage her that, really, the grammar rules were no different from the sequencing she was good at in Maths, and to use the same techniques that were building her confidence at after-school drama clubs in class. In teaching, I use my arts background to help build a stimulating approach to all subjects, including Maths and sciences, and demonstrate that all the detailed facts and rules really are, in the grand scheme of things, both really important and really interesting. I also help to develop exam skills and revision technique, drawing on my own experiences. In tutees closer to my own age I hope that developing some level of personal friendship helps me connect with them, and where they are coming from, so we can build and grow in their learning together.