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Sigourney - United KingdomC$44
C$44Science classes for any age up to GCSE and biology classes for though up to A level!
I am a recent genetics graduate with a passion for microbiology and the genetics of microorganisms. Alongside my academic achievements, I have experience serving as secretary for the genetics society and mentoring first-year students. I also have experience leading tours for high school students and assisting underprivileged students in achieving their potential. I am excited to apply my diverse skills to help students overcome their challenges. I am a teacher with a flexible approach, ready to tailor my lessons to your individual needs and preferences. I have a range of skills that I can draw upon to help you overcome any obstacles you may be facing. I am confident in my ability to create customized lessons that cater to your unique learning style and objectives. Whether you enjoy interactive games or practice questions, I am adaptable and can modify my teaching style to suit your preferences. I have experience teaching students of all ages, from primary school to college, and I have helped those with varying learning challenges. My degree has equipped me with strong quantitative skills, and I am highly proficient in writing essays and answering short-form questions. No matter what your goals are, I can help you achieve them. During my time in college, I had the privilege of serving as an ambassador. My responsibilities included leading tours for groups of high school students during the day and conducting tours for parents and students in the evening. I also set up experiments and showcased the college's offerings. I had the fantastic opportunity to mentor first-year students in my second and third years.
Biology · Science · Math
Hephzibah - United KingdomC$67
C$67Maths Teacher for any classes between KS1 & KS2 & KS3
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting, and place value. This should involve working with numerals, words, and the four operations, including practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognize, describe, draw, compare, and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time, and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including simple fractions and decimal place values. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyze shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measurements and numbers. By the end of year 4, pupils should have memorized their multiplication tables up to and including the 12 multiplication tables and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages, and ratios. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in numbers. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell, and pronounce mathematical vocabulary correctly. KS3 Place value Positive and negative numbers Operations - Calculations Rounding and estimating Powers and roots Prime numbers, factors, and multiples Decimals Fractions Percentages Standard index form Distance, speed, and time Ratio Direct and inverse proportion Expressions and formulae Inequalities Equations Graphs Patterns and sequences Perimeter, Area, Volume Angles Shapes Symmetry and transformations Measurement Pythagoras and trigonometry Calculating probabilities Sets and Venn diagrams Collecting and recording data Representing data Averages
Math · Biology · English
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