Abiraa V.
ACADEMIC QUALIFICATIONS
The Tiffin Girls’ School, Kingston upon Thames
A-Level:
Biology- A*
Chemistry- A*
Mathematics- A*
GCSE: English Language, English Literature, Maths, Biology, Chemistry, Physics, Latin, French, Religious Studies, Design & Technology
University of Cambridge
Medicine, MB and BChir
TEACHING EXPERIENCE
School year 11 student
GCSE: Chemistry
Love Learning Tutors
Common Entrance: Chemistry, Math
GCSE: Chemistry, Maths
SKILLS & INTERESTS
Netball team within and outside school-compete in tournaments and leagues
As a member of the netball team, I have developed effective communication skills to liaise within members and to enhance the overall performance of any given task.
I have also been captain of a netball team so was able to develop my leadership skills through allocating positions to members, coordinating training sessions and other sports related events.
Karate up to brown belt-compete in competitions
Swimming up to Silver level
Community Representative in Year 10
LAMDA Speech and Drama all grades completed
Vocal Carnatic music completed up to grade 5
Bronze Duke Of Edinburgh fully completed
Silver Duke Of Edinburgh fully completed
I also thoroughly enjoy carrying out creative tasks such as DT and art and often create sketches, paintings and portraits. This hobby has taught me to be more patient and observant, since it generally requires lots of attention to detail.
WORK EXPERIENCE
Kingston Hospital - one week work experience placement in the anaesthetics department
Oxford University Hospital - one week work experience placement in the paediatrics department
Volunteered for 6 months at the Princess Alice Hospice alongside nurses, healthcare assistants and doctors to support patient care and assist family members with any queries or issues.
PERSONAL STATEMENT
My passion for tutoring began when I started helping my younger sister prepare for her 11+ exams. I continued to support her through to her GCSEs, especially in maths, and saw how consistent, tailored support could build both confidence and academic performance. This inspired me to volunteer as a GCSE Chemistry tutor for a Year 11 student, a role I held for a year. I found it deeply fulfilling to see the student's understanding develop and their anxiety around the subject ease. These experiences showed me how impactful one-on-one tutoring can be and being a student myself, I can relate to the pressures of exams and use that empathy to create a supportive and engaging environment where students feel comfortable asking questions and exploring topics in a way that makes sense to them.
As a medical student, I continue to deepen my knowledge in biology, chemistry, and maths, which allows me to explain concepts in multiple ways and link classroom topics to real-world applications. Having competed in both Chemistry and Maths Olympiads and taken part in several research competitions, I bring both breadth and depth to my tutoring. I aim not only to teach core content but also to share my enthusiasm for the subjects, helping students understand the ‘why’ behind what they’re learning.
I can relate to students who lack confidence in certain areas, having faced academic challenges myself. Therefore, I feel like I would be able to understand students with low confidence in a subject and am patient to work with them to figure out what they are struggling with and why they feel a lack of confidence in the subject. Plus I have quite an analytical mind and having researched different revision techniques and trialed many myself so I am aware of its pros and cons and provide vital support for exam resources or revision techniques, plans and resources.This personal experience helps me connect with students empathetically and provide them with proven strategies for revision, time management, and exam preparation.
I believe that one-to-one tutoring is most effective when it is personalised. I tailor my lesson plans to each student’s learning style, academic goals, and exam board specifications. Whether the focus is on content gaps, exam technique, or confidence building I aim to create a supportive and productive environment where students feel comfortable asking questions and engaging actively in the learning process.