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Cambourne 
£10/h
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Response Time 24h
Lessons offered by Hannah
  • Individual
The lessons will be held
  • at her home
  • at your home
Taught subjects
  • Biology
  • Cellular biology
  • Molecular biology
Levels
  • Primary
  • Secondary
  • GCSE
  • AS Level
  • A Level
  • BTEC
  • Adult education
  • Undergraduate
  • Masters
  • Diploma
  • Doctorate

Experienced Postgraduate Cancer Research graduate offering Biology lessons in the Cambridge area

Methodology

My teaching method depends entirely upon the learner and how (and what) they want to learn. I have worked with students with special educational needs in order to supplement their school work, by finding ways of explaining the required level of knowledge in the best way. I have also worked with students who wanted to gain entry to top Universities for Medicine, and these lessons aimed to expand upon knowledge being taught at their school/college and develop their critical analysis skills before they step up to University level education.

Experience

I am currently a learning and development officer for the Ministry of Justice, however my academic background is in science. I obtained a BSc in Biomedical sciences (2 years of which were Biochemistry) from the University of Warwick; a Masters by Research degree in Oncology from the University of Manchester (a large portion of which had clinical teaching); and a PGCert in Tissue Engineering and Regenerative Medicine from the University of Leeds (specialising in immunology, materials science and polymer chemistry). I have previously taught students GCSE Science, Maths and English; and A Level Biology and Biochemistry.
Aside from academics, I have worked as an e-learning developer for the University of Warwick, and I am currently in a similar role within the UK government.

Rates

Rate for a 1-hour lesson. : £10/h

Details

For GCSE level students the fee is £10 per hour, for A-Level or Adult learners the fee is £15 per hour.

Lessons offered by Hannah
Individual
The lessons will be held
at her home
at your home
Taught subjects
  • Biology
  • Cellular biology
  • Molecular biology
Levels
  • Primary
  • Secondary
  • GCSE
  • AS Level
  • A Level
  • BTEC
  • Adult education
  • Undergraduate
  • Masters
  • Diploma
  • Doctorate

Hannah's CV

PERSONAL PROFILE: I completed a BSc (Hons) degree in Biomedical Sciences at the University of Warwick (2:1), and a Master’s degree by research in Oncology at the University of Manchester (Merit). I intended to complete an integrated Master’s/PhD in Regenerative Medicine at the University of Leeds, but due in part to my primary supervisor moving to a different institution, I left this position having obtained a PGCert. I have a real passion for education; and experience in developing learning for a variety of learning needs, including special educational needs children.

EDUCATION:
2016-2018: University of Leeds, Leeds, West Yorkshire; PGCert Tissue Engineering and Regenerative Medicine
Key Modules: Systematic Review, Biomaterials and Applications, Basic Orthopaedic Engineering
About This Position: This was intended to be an integrated Master’s and PhD in Regenerative Medicine; with the PhD focussing upon evaluating the immunological interactions of an all-polymer knee replacement, and applying this to potential personalisation of knee implants. I was also a member of the Leeds Learning Technology Group. However, partly due to my primary supervisor moving institutions, I decided that this was not a route I wished to continue following, and therefore I left this position.
2015-2016: University of Manchester, Manchester, Lancashire; MRes Oncology, Awarded Merit
Dissertation: Mechanisms of Oestrogen-Induced Cell Proliferation in Endometrial Cancer
Key modules: Research Thesis, Literature Review, FRCR lectures, Clinical Masterclasses
2012-2015: University of Warwick, Coventry, Worcestershire; BSc (Hons) Biomedical Sciences, 2:1
Dissertation: A Critical Evaluation of the Health Implications of the Human Microbiome – Hype or Reality?
Key modules: Advanced Immunology, Organic Chemistry, Bioenergetics and Spectroscopy, Protein Biochemistry
2007-2012: Prince Henry’s High School, Evesham Worcestershire
3 A level’s: Biology (A), Chemistry (A), MEI Mathematics (A)
11 GCSE’s (A*-C): Including Maths (A*), Statistics (A*), Triple Science (A*)

EMPLOYMENT SUMMARY:
2018 – Present: Reform Learning Support Officer (HMCTS, Remote)
In this role, I work with project and service teams to develop learning interventions, including e-learning, and face-to-face training among others. I am also involved in the adoption of new technology by the department, writing cost benefit analyses for new software and training current staff on any software used; or providing technical support when there are issues. To perform this role effectively, I regularly write and issue official communications; organise virtual or in-person meetings with project team members around the country; and use Kirkpatrick evaluation methods to determine successes, failures, and necessary improvements of products that have been released to beta trials or beyond.

2015 – 2016: Science and Mathematics GCSE/A Level Tutor (TutorHunt, Manchester)
I was employed to tutor students in GCSE Mathematics and A Level Biology and Chemistry. One of my students had ADHD which meant that I had to consider his needs and produce detailed lesson plans to adhere to. My A-Level students went from achieving B’s and C’s to A’s and A*’s, which meant that one student was accepted onto a Medicine Course at the University of Manchester, and the other, a Biochemistry course at the University of Leeds.

2015 – 2015: E-Learning Developer (University of Warwick)
I helped to film, edit and produce laboratory skills e-learning tools designed for Undergraduate students; and an induction package to aid the transition from school/college to university. This involved use of Articulate and Final Cut Pro software, and integration of the packages into the Moodle learning platform. I also helped to develop the concept for and project plan a tool aimed at KS4 students covering examinable biology experiments to provide to widening participation schools.

2014 – 2015: Biostatistics Mentor (Quantitative Biology Centre, University of Warwick)
I was employed to aid in the running of drop-in sessions to help students and academics in calculations and concepts of biostatistics and physical chemistry.

Other jobs have also included: Customer Service, Headstart Ambassador for the Engineering Development Trust, Article writing for a student life sciences magazine, writing for and running a public-facing learning platform, setting up and chairing a departmental journal club, and assisting in outreach activities at the Universities of Leeds and Warwick. Many of these work experiences have involved working in a team-based culture; developing skills such as planning, organisation, coordination, and commitment. In several places, I was also required to work independently, and in these I developed skills in independent research, abstract thinking, and self-motivation.

KEY SKILLS PROFILE:
• Teamwork: In 2017, I took part in an entrepreneurship competition run by the University of Leeds, where I had to source a team and work together to develop a hypothetical but plausible product. We then had to develop a business plan and pitch to a team of ‘investors’, whilst each taking on director roles – for which I took on Sales and Marketing Director. Through this process I developed strong teamwork skills, as well as the ability to delegate tasks to the appropriate people and take on tasks for other people when they needed. As a result of taking part in this competition, we joined a national entrepreneurship competition with the same format (Biotechnology Young Entrepreneurship Scheme). For this we had a three-day residential course held at GSK Stevenage before pitching our product to ‘investors’ who included the CEO of GSK Stevenage Biocatalyst. Working together in a high-pressure environment to develop a product and pitch within 3 days meant that I had to be empathetic of other team members’ needs to maintain a good working environment and produce the best outcomes. The experience quickly developed my ability to work in a close-knit team to produce an excellent outcome.

• Communication: Throughout my academic career and places of employment, I have developed communication skills that allow me to discuss and interact with people of varying knowledge bases, skill levels and cultures. During my Master’s degree, I had an independent research project, for which I had to communicate with my academic supervisor, peers, and members of the public; and therefore, I learnt to consider the needs of each audience to best convey information. Throughout my academic career I have taken opportunities to work with members of the public. These opportunities have ranged from acting in a teaching position for KS1 students visiting the University of Warwick; to assisting in the running of a stall at a Science Fair for the University of Leeds; as well as acting as a departmental ambassador, providing tours to potential students and giving talks about University life to approximately 100 people.

• Strategic and Critical thinking: The nature of academic project research I have conducted has led to the development of a key understanding of how to approach a problem strategically by breaking it down into its component parts and addressing each as is necessary. My academic career has also enabled me to critically analyse, not only others’ work, but also my own with the ability to reflect upon it and develop work further in the future. This has provided me with skills in interpreting and understanding complex information from a variety of sources.

• Data Handling: My research projects have meant that I have collected significant amounts of data, and my skills in biostatistics and data handling have meant that I could transfer those data into meaningful results. Being employed as a Biostatistics mentor gave me the ability to be handed data without knowing the entirety of its experimental history, and work out how best to handle it to fit the needs of the researcher. This skill was further developed through my year at the University of Leeds, where I was given gait data from 90 NHS patients and had to manipulate it to determine whether there was an impact on the function of knee joints following a unilateral total hip replacement. This means that I am comfortable in performing the evaluation of learning interventions in such a way as to provide meaningful statistical data that can inform the development of future interventions.

• Project Writing: Throughout my academic career, I wrote laboratory reports and academic essays, and also wrote two 10,000-word theses for my undergraduate and master’s degrees, and a 5,000-word systematic review entitled “Does Alteration of the Surface Properties of Polyetheretherketone Orthopaedic Implants Significantly Improve Osseointegration?”

OTHER NOTABLE SKILLS:
• Graphic Design: I have made logos for gaming channels using CorelDraw, Adobe Fireworks and Adobe Photoshop
• Software: I am confident in the use of Microsoft Word, Excel and PowerPoint; as well as Sway, Articulate Storyline and Rise and Final Cut. In terms of statistical analysis, I have previously worked with NVivo, Excel, SPSS and R.

OTHER ACTIVITIES AND ACHIEVEMENTS:
• I have the CIEH Health and Safety Course – Health and Safety in the Workplace
• I am DBS checked
• I have achieved ABRSM Grade 7 in both Flute and Piano, and achieved a choral scholarship to All Saints’ Church in Leamington Spa. I am also teaching myself to play the guitar.
• I am a keen horse rider, and enjoy running and hiking.
• I write a science blog covering topics from aphantasia to the roles of bacteria in cancer causation and treatment.

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