Tutor HuntSubjectsMaths Tutors
Josh
My Qualifications
University of Cambridge
Mathematics
2:1 (2019)
Dartford Grammar School
Maths
7 (2016)
Dartford Grammar School
Physics
7 (2016)
Dartford Grammar School
Chemistry
7 (2016)
Verification Status
Primary | KS3 | GCSE | A-Level | |
Maths | - | £45 | £52 | £59 |
Related Links: Maths Tutors, KS3 Maths Tutors, GCSE Maths Tutors, A-Level Maths Tutors
Information about Josh
I studied for the International Baccalaureate in sixth form, taking maths, physics and chemistry at HL alongside Chinese, English and history at SL. From there I progressed onto the University of Cambridge, from which I recently graduated with honours in mathematics. In my first year at Cambridge, I undertook a combined course with the physics department in which I studied (and was examined in) the entirety of the first year undergraduate physics course, alongside the maths course. This gave me experience in lab work and a chance to see the slightly abstract theory applied to the real world.
I am a very diligent and hard-working individual with an ability to simplify complicated problems into a readily accessible and comprehensible form.
Availability: I am available everyday of the week (including weekends).
Willing to travel: 5 miles
Experience: Over my tutoring career, I have taught a range of subjects to a variety of different people. Most of my experience is in one-on-one maths tutoring. I have done this for over 5 years and have taught everything from KS3 to A Levels to students of varying ability. I have also worked for a company creating video solutions to university entrance exams, namely MAT, PAT and STEP and so I am capable of preparing students for these examinations, as well as for GCE and GCSE. I have a scientific background and have taught chemistry at a GCSE and physics at both GCSE and A Level, both with high levels of success.
I find that students often benefit from having time by themselves to process difficult concepts. As such, I regularly create documents explaining the more challenging parts of the syllabus in detail. I then give these to students so that they can use their own time to review and cement what we cover during lessons. Furthermore, I like to give students a handful of questions to work on during the gaps between sessions, and then to review where/if they got stuck.