Tutor HuntSubjectsEnglish Tutors


London, London
Home Town: London
Member Since: 11/11/2017
Last Login: 4 months ago
Response Rate: no data
Expected Response : no data

My Qualifications

University of Bristol
Philosophy and Politics
2.1  (2016)
A Level
Finham Park School
A*  (2016)
A Level
Finham Park School
English Literature
A  (2016)
A Level
Finham Park School
Philosophy and Ethics
A  (2016)

Verification Status

Tutors ID Verified
How references rated Alex

Rates summary: 25.00 to 35.00 per hour

Information about Alex

I am an English teacher with wide-ranging experience teaching Key Stage 3 and 4 in a diverse inner-city London school.I am a dedicated, committed and enthusiastic teacher whose experiences to date have allowed me to hone key skills that enable excellent progress in the classroom. My particular experiences lie within stretching the More Able and promoting literacy amongst children. Whilst my main strengths lie teaching English Literature and Language at GCSE level, I am confident tutoring Philosophy and English Literature at A-Level.

Availability: Mon-Thurs: 6-9pm
Sat: 1-4
Sun: 12-8

Willing to travel: 5 miles

Experience: Last year, all four groups made `outstanding` progress with my KS4 class gaining the highest attainment in the department with 94% receiving L7 and above. I am a dynamic teacher with a particular interest in how to successfully challenge More Able learners. I was promoted to Literacy Coordinator in my second year of teaching and have a strong grasp of how to develop key reading skills across a range of reading ages.

i. 2016-17: All four of my classes (KS3/4) made `outstanding` progress.
ii. 2017-18: Year 11 class 95% on track to surpass target grades.
iii. A Levels: English Literature, Philosophy and Ethics
iv. Tuition Experience - took a tutee from a U to an A in AS Ethics

My personal philosophy when teaching is that students learn best when they are invested in their learning. As such, I am very keen to tap into student interests through a range of extracts that are chosen by them. In order to create student buy in, content should and often does leave the curriculum to allow for an exploration of material that is engaging before the key skills are drawn back to the assessment objectives.

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