Katie D.

My Subjects: KS1 and KS2: English and Maths KS3: English and Maths KS4/GCSE: English Language, English Literature, and Maths Exam Board Experience: GCSE Maths - Edexcel GCSE English Language/Literature - AQA A Level Maths - Edexcel A Level English Language/Literature - AQA English Literature Text Experience (If you study different texts to the ones listed below, it is still possible that I could deliver lessons on them, but I would not have personally studied them at GCSE/A Level so I couldn't guarantee that I would offer the same level of experience/support as I would be able to for the texts below): A Christmas Carol by Charles Dickens (GCSE) An Inspector Calls by J. B. Priestley (GCSE) Macbeth by William Shakespeare (GCSE) Othello by William Shakespeare (A Level) Power and Conflict - Poetry Anthology (GCSE) Pre-1900 Love Through the Ages - Poetry Anthology (A Level) Regeneration by Pat Barker (A Level) The Wipers Times by Ian Hislop and Nick Newman (A Level) Unseen Poetry (GCSE and A Level) Unseen Prose (A Level) Up the Line to Death - Poetry Anthology (A Level) Wuthering Heights by Emily Brontë (A Level) My Qualifications: GCSE: Grade 9 - Maths, Biology, Chemistry, Physics, Business, Design and Technology, French, Geography Grade 8 - English Language, English Literature (studying Macbeth, An Inspector Calls, A Christmas Carol, Power and Conflict poetry, and unseen poetry) A Level: English Language - A English Literature (studying Wuthering Heights, Pre-1900 Love Through the Ages poetry anthology, Othello, unseen poetry, Regeneration, unseen prose, The Wipers Times, Up the Line to Death) - A Maths - A Languages: English, French at GCSE grade 9 level SEND Experience: I completed work experience in a SEND primary school, helping teachers with general responsibilities around the classroom and working with students to complete activities. Preferred Student Age Group: GCSE About Me: Hi! I’m Lorien, and I’m currently studying at university after recently completing my A Levels. I now attend the University of Cambridge to study English Literature. I love both English and Maths, and studied both at A Level. In English, I enjoy reading into a text and finding deeper meanings to better understand the writer’s intentions and message. In Maths, I enjoy working through difficult questions, and using my problem solving skills to reach the answer. My hobbies include reading and writing, ice skating, and anything creative. I have worked with young people previously, volunteering as a Young Leader and, more recently, a Unit Helper in Girlguiding. I was also a reading ‘Super-tutor’ in my school’s reading programme, designed to help Year 7 students boost their confidence and skill in reading, meaning I would step in to cover for any tutors who were absent when they planned to meet with their assigned tutee, and I oversaw the running of the programme as a whole. I really enjoy seeing students develop and become more confident in their own abilities as tutoring progresses, and would love the opportunity to work with you and help you to achieve success in your studies! I attended a high school in the North East for my GCSEs, achieving Grade 9s in Maths, Biology, Chemistry, Physics, Business, Design and Technology, French, and Geography, and Grade 8s in English Language and English Literature. I stayed at my high school to complete my A Levels in English Language, English Literature, and Maths, and achieved three Grade As. I now attend the University of Cambridge studying English Literature.

I’m a passionate Systems Application Engineer and full-stack developer with a background in Electrical Engineering and over three years of experience building software solutions. I enjoy helping students understand Mathematics, Physical Sciences, and programming concepts in a simple and practical way. Whether it’s algebra, calculus, physics, Python, Java, C++, or web development, I focus on breaking down difficult topics into easy-to-understand lessons. My teaching style is patient, supportive, and tailored to each student’s learning pace, helping them build confidence while improving their problem-solving skills. I believe learning should be engaging, practical, and enjoyable, while ensuring students develop a strong understanding of the concepts behind the work. I hold a Bachelor of Science in Electrical Engineering, where I developed a strong foundation in Mathematics, Physical Sciences, electronics, programming, and problem-solving. Throughout my studies, I worked on technical and software development projects that strengthened my analytical thinking and practical application skills. In addition to my academic background, I have over three years of experience in full-stack software development and systems application engineering. I have worked with technologies such as Python, Java, C++, Flask, databases, and web development frameworks to build real-world applications and systems. My experience also includes mentoring and assisting students with Mathematics, Physical Sciences, and programming-related subjects, helping them improve their understanding, confidence, and academic performance. I combine technical knowledge with a patient and practical teaching approach to ensure students can grasp both theoretical concepts and real-world applications effectively.

Hi! My name is Lucy and I'm 22 years old from the North East. I am currently completing my Masters in Developmental Psychology and have a deep interest in education and teaching. My background in psychology has helped me to gain a deep understanding of how young people learn and how best to explain tricky concepts. In my free time I enjoy reading, pilates and spending time with my dog! I look forward to getting to know you and helping you to reach your full potential :) I am currently a Masters student at Sheffield Hallam University, studying Developmental Psychology. Previous to this, I did my undergraduate degree in Psychology at Sheffield Hallam and achieved a 2:1 grade. For my A-Levels, I did psychology (grade C), english literature (grade B) and history (grade B), as well as an EPQ (grade B). I have my GCSEs in both maths and english. While I found the rigid exam structure of psychology at A-levels tricky, diving into the discipline at uni has allowed me to develop a deeper understanding of how the exam boards trip students up, and how to best help students to excel in rigid exams.

Hi! I’m Joy, and my goal is simple: to help you feel calm, confident, and capable as you learn. I know many students come in feeling unsure, so I create a space where you can ask questions freely, try without fear, and learn at your own pace. My classes feel friendly, supportive, and clear. I explain ideas in a way that makes everything feel easier to follow, using visuals and real-life examples so learning feels more relaxed and less overwhelming. I pay attention to how you think, and I adjust my approach so learning feels natural—not stressful or confusing. Most of all, I focus on building confidence. Every small win matters, and you’ll always feel encouraged, guided, and supported. I’m here to help you enjoy Math more, trust yourself more, and see that you can absolutely do this. I’m excited to help you understand, enjoy, and succeed. — let’s make every lesson count! I hold a Bachelor of Science in Information Technology with Education units, giving me a strong foundation in analytical thinking, problem-solving, and communication. This background allows me to integrate technology, structured reasoning, and efficient learning tools into my teaching. I’ve completed additional training and hands-on experience that strengthened my ability to simplify complex ideas and support students with diverse learning needs. Years of working with learners of different ages have made me highly adaptable, responsive, and confident in adjusting to each student’s pace. I continue to grow professionally by studying new teaching methods, digital tools, and modern strategies, ensuring every lesson benefits from current best practices. My focus is simple: to bring strong technical skills, educational training, and adaptability together so students feel supported, capable, and set up for success.