My specialist subjects are Maths and Physics, and I also teach Economics and Chemistry. Additionally, I help students prepare for Oxbridge Admissions (100% of applicants I have supported progressed at least to interview, 11+, 13+ and UKiset. My success rate for Cambridge is twice the national average and 100% for Oxford and Imperial) and Common Entrance. I thoroughly understand the subjects I teach, having experienced success through hard-work, drive and a multi-directional approach to learning. As a former undergraduate scholar of several academic engineering institutes, I have developed communication skills that leave me well placed to ensure that my students realise their full potential, overcoming personal academic obstacles to give their best to their course of study. This is achieved through a combination of bespoke strategic planning, patience and professionalism on my part, and persistence and trust on the part of my students. I have over 1000 hours of tutoring experience.
2012-2013 Cambridge University MEng in Engineering (Aerospace Aerothermal)
2009-2012 Cambridge University BA (Hons) in Engineering (Aerospace Aerothermal)
2006-2008 Edinburgh Academy
A Levels: Maths (A), Physics (A, top of school), Further Maths (A, top of school)
Scottish Higher: English (A, band 1), Maths (A1), Chemistry (A1), Physics (A1), Spanish (A1)
2002-2006 St. Thomas of Aquin's High School,
Intermediate 2: English (A), Spanish (A)
Standard Grade: Biology (1), Chemistry (1), Geography (1), Maths (1), Physics (1), Spanish (1), PE (2)
Edinburgh Academy Dux Club (2008)
Air League Educational Trust Engineering Scholarship (2009)
Air League Educational Trust Flying Scholarship (2009)
RAF Pilot Aptitude Test Strong Pass (127/180, cut-off for selection: 112)
Cambridge University Engineering Department Structural Design Prize 2010
Pembroke College, Cambridge Book Prize 2011 (for 1st class results in Materials, Thermofluid Mechanics Electrical Engineering)
Here is a sample of some of the clients I have worked with recently:
Oliver, 13+ Maths support, Reigate Grammar School
I supported Oliver over a period of several months to prepare him for Reigate's 13+ Maths exam. Oliver was a bright Maths student but struggled with his exam timing and focus, meaning that he often did not put his best self across in practice exams. Oliver was a very sporty boy, so I encouraged him to always keep an eye on the clock as he would if playing football. In this way, Oliver began to focus more as he viewed the exam as an academic competition. As a result, Oliver did well enough in the Maths 13+ to be awarded a place at Reigate.
Alex, 13+ English and Maths Support, Highgate School
Alex was very unmotivated when it came to her 13+ exams. She was feeling overwhelmed by the pressure and a fear of failure. I came up with a structured revision timetable and reassured Alex that I would be with her throughout the preparation process. She responded well to this consistency and structure, easing her nerves whilst developing her confidence in Maths and English. As a result, Alex did well enough to win a place at Highgate.
Throughout the past six months, I've been working closely with OA, advising candidates on the Oxbridge admissions process. In addition to running group tutorials and conducting mock interviews, I spearheaded the development of an Engineering 'School of Ideas' event, which exposed Y12 students to Oxbridge Engineering, developing their skills portfolio in order to optimise their chances of success at interview. 100 percent of the participants rated the most recent event 'outstanding'. From this, more events have been cleared and each application season I mentor a diverse range of Oxbridge Engineering applicants.
University of Cambridge, parts I II (1st year - 4th year)
I tutored several course-mates during my time at Cambridge, working through examples papers and directed past paper questions to optimise chances of success. This was undertaken whilst studying to pass exams myself. Many of the students I helped are now enjoying successful city careers.
Jason, GCSE Maths Support
Jason and I worked together for the best part of a year to prepare for his GCSE Maths resit. Jason had been poorly taught in the past and liked to understand the theory behind the techniques required to solve questions. It was therefore important to focus on covering the syllabus carefully and in a very engaging manner to ensure that Jason had the necessary understanding to enjoy tackling past paper questions. As a result of our collective efforts, Jason passed his resit with flying colours and went on to study Maths to AS-level.
Craig, GCSE Maths Support
Craig was performing very well in the humanities at school, and really enjoyed poetry. His Maths, however, was less inspiring. He was frustrated by what he felt was a rigid, logical structure that left no room for expression. By showing Craig the beauty of, for example, formal proof, I was able to expose him to the more artistic side of the subject, allowing him to find the motivation to achieve a good pass.
Isabel, GCSE Physics Support
Isabel and I worked together for an intensive few weeks over the Easter holidays to prepare for her GCSE Physics exam. Isabel was an extremely bright girl and already had her sights set on studying Physics at Oxford. She wanted a tutor who would expand the syllabus and challenge her critical thinking, ultimately preparing her for the Oxford PAT (Physics Aptitude Test) in just a few short years. By devising Oxbridge-inspired questions that extended the GCSE syllabus, I was able to increase her enjoyment of the subject and boost her Oxbridge candidacy.
Dmitri, GCSE Physics Support
Dmitri was a very energetic personality. Moreover, he was excitable and very talkative. Although passionate about his Physics, he found it difficult to sit still and focus on past paper questions in order to convert his talent into exam success. In order to achieve this, I broke past papers up into manageable chunks, interspersed with questions that were more discursive. In this way, we were able to manage his energy levels in order to achieve exam success.
Ademilade, AS Physics and Chemistry Support
Intense tuition over the Christmas holidays 2014 (to continue) in AS Physics and Chemistry, to support Ademilade in the transition from GCSE to AS Level in preparation for her mock exams.
Harry, A-level Economics Support
Over a period of several months, Harry and I met in person and on Skype (in roughly equal measure) to prepare for his Unit 3 and Unit 4 exams, as well as his Unit 1 and 2 resits. Harry was fascinated by Economics and always considered the economic environment he encountered on a daily basis (everything from changing prices of Twix bars to mergers and acquisitions he read about in The Economist). Unfortunately, Harry lacked solid exam technique, in particular he struglled with using diagrams to explain trends. By adopting a targeted past paper approach, in tandem with teaching/reinforcing the material, we were able to refine his exam technique and ensure that he evaluated his responses and answered questions within the time limit. I was also able to introduce Harry to some fascinating recent developments, such as the Philips machine (https://www.youtube.com/watch?v=rVOhYROKeu4). This approach led to exam success and enjoyable lessons.
Dominic, Personal Statement Support, Imperial
Dominic had an impressive range of work experience, academics and related extra-curriculars. However, he struggled to organise all of this information and highlight to the admissions tutors exactly what he had learnt from each of his experiences. I encouraged Dominic to focus on the most transformational experiences and analyse them in great detail, rather than merely listing a series of activities, some of which were more relevant than others. Consequently, Dominic was offered a place at Imperial to read Aerospace Engineering.
John, Engineering Application, Cambridge
John was very passionate about Engineering and motivated to gain a place at Cambridge. He had a very impressive range of extra-curriculars and a strong academic record, as well as much intellectual potential. However, he struggled to present all of this achievement in the personal statement, TSA (Thinking Skills Assessment) and interview arena. It was therefore important for us to visualise the application process from the admission tutor's perspective, so that John could appreciate the importance of, for example, transparency and efficiency during the interview. Consequently, John was offered a place to read Engineering.
Thomas, Undergraduate Resit, Oxford Engineering
Thomas had to resit Part IA of Oxford Engineering in order to progress to the second year of the degree. Thomas thoroughly struggled with a revision strategy without the support to which he had been accustomed at school. My challenge was therefore to teach Thomas to work independently and take charge of his own academic campaign. With this confidence and direction, Thomas was able to pass the resits and move on with his degree.
Lily, IB Physics HL Support
I started working with Lily a few days before the IB Physics HL (Higher Level) exam. Lily revised well, but struggled to convert this effort into exam performance. By analysing her revision methodology, it became apparent that Lily gave too much weight to less crucial parts of the syllabus, and too little weight to pivotal rules of physics that underpin many questions. By refocusing and adopting this triage approach, Lily was able to achieve a strong pass and take up her place at Warwick to read Engineering.
Sophie, Enrichment Lessons, Structural Mechanics
In the summer before starting university, Sophie found herself with time on her hands. As a keen bridge enthusiast and aspiring civil engineer, Sophie asked me to design a series of lessons that would improve her understanding of structural mechanics, without the necessity of having to stick to a syllabus. This was very exciting for both of us as it gave me free rein to introduce her to fascinating concepts in bridge design, such as resonant vibration, flutter, moment and shear distribution and load path. We analysed some beautiful bridges, such as the Golden Gate Bridge in San Francisco. Following the lessons, Sophie had a greater depth of understanding and even more passion, which served her well starting university.
Hobbies and Interests
My main interest is racket sports. I captained the Cambridge University Lawn Tennis Collegiate Team in my second year and regularly played on the college 1st teams for badminton, table tennis and tennis. Moreover, I am an LTA (Lawn Tennis Association) Grade 4 Line Umpire.
Additionally, I am interested in technology, environmental issues and widening access to higher education.