Victoria

I earned my PhD in Physical and Theoretical Chemistry from the University of Oxford in 2018, prior to which I graduated top of my class with a 1st Class MSci in Chemistry from Imperial College London. After completing my degrees I have worked in research at several internationally recognised universities/institutions, as well as most recently working for a charity supporting under resourced students to access top universities through both mentoring and one-to-one tuition.

I have an enhanced DBS check, last updated in January 2025.

Tutoring Experience

During my PhD and research career I gained large amounts of experience working with students from KS2 all the way up to those studying for their postgraduate degree. After returning to the UK from a research post in Germany, I began tutoring professionally in 2021 in response to the variability in the teaching hours that students received during the COVID pandemic; allowing me to support students to reach their goals in their GCSE and A-level exams despite the disruptions they experienced at school. Since then I have continued to support students to achieve their goals in Science and Maths, allowing them to attend their desired sixth form and university choices.

The majority of my students have sat exams with the AQA and Edexcel exam boards, however, I ensure that I have in-depth knowledge of any syllabus my students are studying prior to beginning tuition. I am familiar with the specifications at both the GCSE Foundation and Higher tiers.

Tutoring Approach

I aim to provide engaging and interactive tutorials (typical 1 - 2 hours in length) for students studying for their GCSEs or A-levels. I work with my students to ensure that tutorials are personalised to their learning style, academic ability and goals. I also have experience mentoring young people (KS4 and KS5) from a variety of backgrounds and with different educational needs and bring this to my tutorials were relevant.

I aim to make my tutorials as engaging and interactive as possible; this can be annotating diagrams, working through problems together, drawing out mind maps of content knowledge or similar. I also ensure that I build in time to check the students knowledge at the beginning and/or end of the tutorial - typically through independent questions chosen at the students current level of work and those they are aiming towards.