Jadie

During our initial session, we will discuss your goals and targets, for the division of clear strategies in helping you reach your academic targets. We will also identify the exam board you are preparing for, and devise a plan on achieving your target grade, to realistically strive to achieve both your short-term and long-term goals. We will use SMART goals: Specific, Measurable, Achievable, Realistic and Time-bound mutually agreed objectives.

It is my personal mission to give you the guidance that you need, helping you to develop your skills as an independent learner to make the best of your learning experience. My role is to support and facilitate your learning so that you are heading in the right direction to achieve academic success.

The aim is to improve students and help you gain confidence and independence in your studies, as well as to boost your grades in a short space of time. My role is to support, guide and facilitate your learning so that you are heading in the right direction to achieve academic success.

I believe that every student has the ability to succeed, but they need the correct type of support to enable them to reach their fullest potential. I have had students come to me before where the school has given up on them, but with my help they have managed to jump two grades to the teacher’s amazement!

I possess a completely clean, enhanced Disclosure and Barring Service (DBS)/CRB certificate which can be seen upon request.

Academic background:

In terms of my academic background, I am a straight A student, and earned a honorary First Class Degree classification in BSocSc (Hons) Social Anthropology, a social science discipline, from The University of Manchester, complemented with a dissertation research project on the revival of Marx’s concept of alienation in the 21st century and the rising prevalence of service-sector jobs in a capitalist economy. I was awarded a First Class for all my third year modules and for my dissertation project which featured qualitative interviews and narrative analysis. I was also awarded 5 A grades at A-Level in Business Studies, English Language, Psychology and Biology. More recently, I have successfully completed a Level 4 qualification at The University of Salford in Occupational Therapy, with an aggregate score of 80.5% for the entire year (grades for total topic modules). I am therefore happy to support students studying Health and Social Care subjects, with reference to HCPC and NICE guidelines, professionalism, essay writing assistance, and independent research.

For GCSE English students studying all exam boards including AQA, Edexcel, Welsh Board (WJEC), OCR, academic guidance can be provided for:

• GCSE English Language transactional writing: writing to describe, argue, persuade, inform and entertain.
• GCSE English creative writing.
• GCSE English Literature: analysing literature, key syllabus literature such as Shakespeare’s Romeo and Juliet, Macbeth, Charles Dickens A Christmas Carol, Blood Brothers etc.
• Reading comprehension and employing linguistic techniques, textual analysis.
• Exam preparation, past paper practice for all exam boards, including AQA, Edexcel, Welsh Board (WJEC), OCR.

Degree level students:

For university degree level students, guidance can be provided with:

• How to research literature for your university proposal and write it; how to research and write your final year dissertation.
• How to structure and write a university level essay, and how to achieve a 2:1 or above grade.
• How to organise your workload and notes for university, prioritise tasks if you need help with time management and organisation. We can sit down and make a detailed plan together.
• Thinking critically and strategies on conducting independent research, critical reading and writing skills, and the application of these skills in the context of your essay to boost your overall results.
• Advice on which online platforms or search tools to use to access great sources for your independent research to inform the writing process.
• Understanding the elements and factors that constitute a first-class classification, especially in essays, assignments and examinations.
• Modules related to social science disciplines: degree level Psychology, Sociology, Social Anthropology and Cultural Studies.
• Study skills including task prioritisation, organising your personalised academic schedule, module content analysis and time allocation.
• Understanding complex theories, including sociological theories such as Marxism, Functionalism, Structuralism, Feminism, Interpretivism, Postmodernism, qualitative research methods versus quantitative research methods.

A-level and degree level Psychology:

For students studying A-Level or degree level Psychology, support and guidance can be provided in the topic areas of:

• Understanding complex psychological theories of Freud, Social Learning Theory, Cognitive and Biological approaches, Determinism, Nature versus Nurture paradigms.
• Practicing answering past paper questions.
• Analysis and deconstruction of essay assignment briefs and requirements.
• Tailored discussion of essay structure and writing style.
• Past paper deconstruction and analysis.

Health and social care students:

For Health and Social Care students or healthcare related subjects, support and guidance can be offered in areas of:

• Understanding areas of professionalism, communication, multidisciplinary collaborative team-working, importance and application of evidence-based practice.
• Patient care, ethics and confidentiality issues, medical model paradigms versus social model of care.
• Reference to the Health and Care Professions Council (HCPC) and professionalism guidelines.
• Any of the above topics in essays, project work, poster design or preparation work towards public presentations.
• Understanding and comprehension of assignment briefs and the analysis of given essay questions.

Social anthropology degree students:

For students studying Anthropology at Degree Level, support and guidance can be provided with:

• Understanding complex anthropological theories, case-studies, fieldwork, ethnology and ethnographic research methods, pioneering methods, the history of Colonialism, the history of the Founding Fathers of Anthropology as a discipline, discussions revolving around what makes Anthropology unique compared to other disciplines such as Sociology and Psychology, emic versus etic approaches, subjectivity versus objectivity.
• Social science research methods
• Design of qualitative interviews and a research proposal.
• Discovering a research topic, devising a research schedule, and the logical structuring of a dissertation project.
• Module content guidance on political and economic anthropology, sex, gender and kinship studies, medical anthropology, science, magic and rationality analysis, regional studies of culture, culture and society.
• Anthropological research methods.
• Cross-cultural comparative analysis.

Business studies students:

For GCSE/BTEC or A-Level Business Studies, support and guidance can be provided for:

• Coursework queries.
• Assignment question deconstruction and a division of a detailed plan for essay-type questions.
• Guidance on independent research and writing on topics such as Marketing, Operations, using the Internet for business, International business and analysis of business in cross-cultural contexts, distinguishing between types of businesses, evaluative case-studies, Human Resources, Globalisation and other business implications/issues.
• Past paper exam questions and answers practice.
• Analysing and evaluating case-studies.

English literature and language students:

For students studying A-Level English Language for all exam boards including AQA, Edexcel, WJEC, OCR, support can be provided for:

• Coursework queries, essay writing and improvement.
• Analysis of past papers and mark scheme answers; exam questions practice.
• Identifying key areas of weakness and building on these to convert them into strengths.
• Topic modules on language change, discourse analysis, transcript analysis and language investigation etc.

Speakers of Other Foreign Languages (TESOL):

For students or Speakers of Other Foreign Languages studying the English Language, devised sessions can be focused on the development of your:

• Understanding English grammar.
• Conversation and dialogue practice in diverse contexts.
• Distinguishing between Standard and Non-standard English, such as colloquial English and use of slang, differentiating between contextual use of language.
• Confidence building in English speaking and understanding tense differences and phrase variations.

Travels are negotiable and flexible. I am based in the Manchester area, and for those further afield, online or virtual lessons may be more pragmatically feasible.

In terms of personality, I am a positive, friendly and very approachable and down-to-earth person. My ethos: promotes a collaborative and mutually inclusive educational approach. I like to listen to the learner’s individual needs and tailor my teaching to suit them, with the aim to build the student’s personal confidence and independence in their academic goals.

Our one-to-one sessions are designed to be tailored to suit your individual learning needs, and set at a suitable level that is most comfortable and beneficial to your experience of education and learning. A SWOT analysis will be used to identify your idiosyncratic Strengths, Weaknesses, Objectives and Targets, to ensure you get the opportunity to reach your maximum intellectual potential.

Feel free to contact me via email or to make contact: please specify the subject you’re studying and the area of concern you would like to target to improve, and we can begin to work together to make some academic progress together!

Tutoring experience:

• Successfully provided one-to-one tuition to students, communicating their progress to family members involved.
• Plethora of experience in working with learners from diverse socio-economic, cultural and ethnic backgrounds, both younger and mature students between the ages of 6-50.
• Supported postgraduate and PhD level students whose first language was not English, restoring their confidence to achieve their academic targets by providing tailored support.
• Previously worked in a primary school setting with children supporting them with key literacy reading and writing skills.

Upon contact, please let me know if you have any specific learning need or disability so that resources can be tailored to your needs.

Acquired relevant teaching qualifications:

• NCC Accredited Higher Level Teaching Assistant Course
• Childcare & Early Learning Diploma
• TEFL Cambridge: TEFL (Teaching English as a Foreign Language) / Teaching English to Speakers of Other Languages (TESOL): Scholar Level 5 140 Hour TEFL Course – Merit ACCREDITAT accredited
• Global Diplomacy – Diplomacy in the Modern World by University of London & SOAS University of London Accredited Certificate

Tutoring Experience

Most notable achievements:

• Helped a male high school student jump two grades in English despite the school teachers declaring that they had “given up on him” and deemed as “too laid back in his approach”. His parents were extremely pleased with his academic progress in such a short space of time. This meant that he was able to progress on to university to do the course that he wanted to do (Physics and Mathematics).
• Delivered successful one-to-one sessions to actresses for a CITV series called So Awkward between their filming schedule, ensuring they were academically supported so that they did not fall behind their curriculum requirements as they were unable to attend class.
• Transformed withdrawn and socially reserved children to embrace literacy and English writing skills and reading comprehension. Previous children have blossomed in their confidence and it was such a rewarding blessing to see some of the children I taught proceed to receive “Student of the Year” awards and gain acceptance at the High School or college of their choice - outcomes of my one-to-one interventions which I am very proud of!

My aim is to maximise students' confidence in their own abilities and to help them gain academic independence.

Tutoring Approach

I am very friendly and non-judgemental regardless of a student’s socio-economic or cultural background. I believe being positive, uplifting and encouraging is the way forward in learning, because learning is a process and it should be fun and enjoyable. I strive to work collaboratively with students and would never belittle their viewpoints and opinion, as open, mutual communication and respect, honesty and transparency reflect my personal values. I strongly believe that hard work, perseverance and determination will get a person through all types of learning obstacles. If I was your tutor, I would ensure to bring out the best in you by being accommodating and taking into account your individual learning style and abilities.