Ehsan

I am currently teaching at a top independent school, and have previous experience as the assistant and acting head of science at a secondary-school with over 7 years teaching experience. This recent academic year, 100% of my students achieved grade 7 or higher with 46% achieving between grades 9-8 across GCSE sciences. In addition, 100% of my A level students achieved between A*-B in A-level biology. I am experienced in teaching all major exam boards at A-level and GCSE, including IGCSE's and as a current teacher, I have access to many valuable resources and exam questions to ensure progress is achieved. When observed and assessed against the teaching standards, I have consistently been highlighted as outstanding. From competing internationally in sport and representing team GB, to achieving the highest grade at university - I have always set out to achieve the very best in anything I do and I extend this ambition towards ensuring my students achieve the very best.

Tutoring Experience

Whilst studying Pharmacology in my undergraduate year, I also worked as a ''MadScience teacher" and taught science using a fun, practical-based approach. I had the opportunity to work within multiple schools in various boroughs, delivering after-school sessions, summer-school events and birthday parties to students ranging from 4 to 11 years of age. During this time, I was also invited to support PhD students at Kings College London to assist them in making their research more accessible, particularly for secondary school students.
Following my undergraduate degree, I spent a year as a Learning Support Assistant (LSA) at UCL academy, where I worked within the Special Educational Needs (SEN) department and had the opportunity to work with students of varying backgrounds, educational needs and attainment levels. I truly fell in love with the concept of teaching and really got to see how no two minds learn in the same way. Moreover, it provided me with a unique insight into teaching and learning from the student's perspective and allowed me to observe best- practice.

Convinced that teaching was my calling, I attended the University of Oxford to attain my Qualified Teaching Status (QTS) as well as my Postgraduate Certificate in Education (PGCE). During this year, I learned more about teaching and learning than I could have ever imagined.
From conducting research, to learning about teaching theories, to understanding child psychology - I was able to explore every aspect of learning from both the perspective of the learner and the teacher. This
fantastic experience equipped me with the essential skills I needed in order to start my teaching career.

As a current secondary-school science teacher, with over 6 years in teaching experience, spanning across KS3 to KS5, I have been able to utilise all of the concepts and theories that I learned throughout my undergraduate and postgraduate years and have built upon them further. As such, my lessons have been rated as outstanding and student-feedback is always positive, as I like to cater to my students needs and build positive student-teacher relationships. In recognition of my achievements and progress, i have now been given the position of assistant head of science at my current school.

However, whilst i have absolute confidence in my approach towards teaching, as someone who always strives to improve, I will continue to assess my teaching methods and practices along the way, and continuously reflect on my methods so as to improve my pedagogy further.

Tutoring Approach

I am a firm believer that each learner is unique and therefore each learning experience should be unique to the learner.
As a secondary school science teacher, I routinely teach class sizes of 30 students. Naturally, within the classroom there are students of varying attainment-levels. As such, I have been able to challenge my higher-attaining students to achieve level 9 and A* grades, whilst assessing the understanding of my lower-attaining pupils and providing differentiated and scaffolded learning tasks which are targeted to help them continuously improve upon their weaknesses. Majority of my students go on to achieve higher than their predicted grades and a large number of my students achieve their aspirational grades at the end of the academic year.