Mathematics student offering Maths and Further Maths from year 7 to GCSE, online

Isabelle's CV

Education:

- I am currently studying Mathematics at the University of Exeter, and achieved a Dean's Commendation last year.
- A – levels (sat in 2019)
o Maths – A*
o Physics – A
o Further Maths – B
- AS levels (2018)
o Maths - A
o Further Maths - A
o Physics - A
o Chemistry - B
o Critical Thinking (2016) – B
- GCSE’s (2017)
o Maths - 9
o Further Maths - A*
o English Language - 8
o English Literature - 8
o Computing - A
o History - A
o Biology - A
o Chemistry - A*
o Physics - A*
o French - A*
- I have also taken other Maths exams, including STEP (Cambridge Mathematics Sixth Term Examination Papers) 2 and 3, TMUA (Test of Mathematics for University Admission) and I received a silver for the Senior UK Maths Challenge.

Tutoring Experience:

- University Undergraduates Year One, November 2020 – Present (4 hours).
As part of a peer mentoring scheme, I worked with six first year Maths undergraduates to create a study group where they could ask questions and engage with their course.

- A-Level, AQA Maths, November 2020 (11 hours).
I worked with this A-level student to improve his subject understanding before his mock exams. The topics covered were straight line graphs, circle theorems, exponentials/ logarithms, quadratics and surds.

- Year 10/11 student, April – May 2020, November 2020 – Present (10 hours), Maths.
I am supporting this student through her GCSE years with past papers.

- Year 11 student, October 2020 – Present (8 hours), Maths (Edexcel) and Science (AQA).
The aim of these sessions is to support this student in catching back up with her peers following the March lockdown. Maths is not a subject in which she feels particularly confident, so using the sessions to practice some more basic skills is helpful for completing harder questions.

- Year 9 student, September 2020 – Present (12 hours), Maths. The aim of these sessions is to challenge this student beyond the national curriculum and introduce him to new topics. So far we have looked at trigonometry, including the cosine rule and sine rule, and simultaneous equations.

- Year 11 student, October 2020 (10 hours), Maths (Edexcel), 16+.
The aim of these sessions was to introduce the student to all the relevant information that hadn’t been covered in school before her 16+ Edexcel Maths exam.

- Year 10 student, August 2020, (4 hours), Maths.
The aim of the sessions was to increase this students confidence with the basics over the summer holiday before their GCSE exams next year. We focussed on ratios and percentages, expanding brackets, squaring/cubing/square-rooting/cube-rooting numbers, sequences and statistics/data.

- GCSE student, June 2020 – July 2020, (7 hours), Maths.
We focussed on a range of topics, working to support the home-schooling tasks the student had been given, and reviewing tests and homework she felt she could have improved on. We initially focussed on fractions, ratios and indices. We then focussed on algebra, including simultaneous equations and factorising quadratics. We ended with density questions.

- Year 3 student, May 2020 – August 2020, (7 hours), Maths.
The sessions focussed on supporting the student while she was being home-schooled. We focussed on fractions, telling the time (including analogue, digital, 24 hour clocks and roman numerals) and measuring (volume, weight and length).

- Year 9 student, May 2020 – June 2020, (5 hours), Maths.
This student didn’t feel confident with Maths, so we mostly worked on securing a couple of basic ideas so that she’d have a solid basis going forward. We focussed on graphs, fractions, factors, indices and ratios.

- Year 8 student, April 2020 – July 2020, (9 hours) Physics.
In these sessions, we explore GCSE content that interests him. This has included ratios and percentages, electricity and circuits, energy, and waves and sound.

- Year 7 student, 2016 – 2017, (12 hours).
I tutored this student in Literacy (confidence and reading comprehension) while in a mentorship scheme at school. This role required me to offer positive and productive feedback while keeping the student motivated, and I took part in regular discussions with teachers to discuss her progress.


- I have completed multiple training days with Coachbright regarding effective online tutoring and safeguarding.

- I have an enhanced DBS check.