My teaching method focuses strongly on the individual in question, aiming to deliver information and advice in a way which is most suitable to that individual (with an awareness that different learners find different methods most helpful for acquiring knowledge and technique). I will focus a topic on what the relevant syllabus demands, comparing the student's knowledge with that syllabus, as well as aiming to go beyond it and provide information which will allow the student to develop their own approach. I will also take into consideration the grade aim which the student has in mind. Ultimately, I will also place an important stress on exam technique, which is fundamental to how the student communicates their knowledge and is able to maximise their potential when it comes to grade outcome.
I am a first-year English Literature undergraduate at Trinity College, University of Cambridge. I have previously offered one-on-one academic help, as well as group presentations on coursework. I achieved 3 A*s at A-Level (English, History, Religious Studies); I have also helped, in particular one student, who having failed one of their mocks achieved a B in their GCSE. I am currently studying English Literature and, as a result, am able to focus both on the way in which an essay is structured - how an argument ought to be delivered, what the purpose of an essay is - as well as regular close-reading of passages for a weekly practical criticism class - a skill which is particularly relevant in English Literature and source evaluation in History.
2017-2020 - Trinity College, University of Cambridge
Studying B.A. Hons English Literature
2013-2017 - Queen Elizabeth’s Grammar School, Horncastle
A Levels: English Literature (A*), History (A*), Religious Studies (A*)
Won the Andrew Lucas Prize for English Literature
GCSEs: 11 subjects (A*-C): including English Language (A*) and Literature (A*), History (A*) and Maths
Relevant Work Experience/Skills:
April 2016 - Corpus Christi College’s Christopher Marlowe Prize
● Wrote a dissertation entitled “Gender in Virginia Woolf’s Mrs. Dalloway and To the Lighthouse ’ which
was highly commended by the college.
● Showed initiative and ability to conduct research through different source materials.
● Ability to analyse passages of text, drawing out nuances and subtle meanings to an high standard.
Jan. 2013 - July 2017 - Queen Elizabeth Grammar School Horncastle
● Achieved full marks in both my English Coursework Essays and in both my A2 Religious Studies Papers
● Co-Edited and wrote articles for Student Magazine Glass Corridor.
Jun. 2017 - Enterprise Skills Days
● Variety of workshops and tasks allowed for a wide range of skills to be honed.
● Enhanced understanding of the importance and optimal layout for PowerPoint presentations and
marketing of products and services.
● Improved teamwork and leadership skills.
Sept. 2016 - July 2017 – Head Boy (Queen Elizabeth’s Grammar School)
● Role of public responsibility required and developed ambassadorial capacities.
● Communication skills developed through working with both members of staff and students.
● Responsibility of being appointed on several school committees which required working within a group
to be able to deliver meaningful and lasting results.
Nov. 2016 - July 2017 - Diana Award Anti-Bullying Ambassador
● Role allowed me to help the broader community on an issue which I am passionate about.
● Pitches and information events, aimed at a variety of age groups, enhanced my ability to deliver
information effectively and represent a cause.
Available upon Request
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