• GCSE/IGCSE Maths: AQA, CIE, Edexcel and OCR.
• A-Level Maths: Edexcel, OCR, CIE and AQA.
• IB and Pre-U Maths.
• Oxbridge Preparation (STEP and MAT)
• Experience conducting mock Oxbridge interviews at Cambridge university open days and at state comprehensive schools local to Cambridge.
I have over 3 years of experience in tutoring GCSE, A-level / IB Mathematics, MAT and STEP. In addition to my private tuition, I currently teach GCSE, A-level and Oxbridge Mathematics at schools across London, including some of the highest performing grammar and private schools.
During my time at Cambridge, I was a part-time tutor, catering for a range of both academic levels and student potentials: from struggling GCSE students to excelling Oxbridge candidates seeking an extra challenge. Additionally, I tutored first year Science undergraduates attending London universities who required assistance in Mathematics modules.
I am a freelance Mathematics editor, and have written materials for the Edexcel A-level (Further) Mathematics on behalf of Pearson Ltd, as well as the new syllabus MYP and International Baccalaureate (SL & HL) Mathematics for Oxford University Press. I am particularly familiar with these syllabi as well the OCR syllabus, though I have an in-depth knowledge of the courses across the board.
I grew up in North-West London, attending a state comprehensive school for the majority of my secondary education. Throughout my childhood, I had a great passion for music, achieving distinctions in the highest grades in both trumpet and piano performance at a young age. On a rather contrasting note, I also spent far too much time on my BMX at skate parks (https://www.youtube.com/watch?v=Ue5Q0YEGaC0 - thank me later).
It was only upon transferring to Dr Challoner's Grammar School for my sixth-form studies that my love for Mathematics, and more generally problem solving, became apparent. I successfully tackled the challenging STEP examinations, which ultimately granted me admission to St John's College, University of Cambridge, where I studied Mathematics. Having prepared for the STEP and MAT independently, I am acutely aware and appreciative of areas that students new to the examinations may find difficult or daunting, and more importantly I retained a personal collection of tips, tricks and strategies.
Now, I have returned to London, and in addition to private tuition, I am a freelance editor for Oxford University Press, for whom I write materials (predominantly model solutions) for the new syllabus MYP and International Baccalaureate (both SL & HL) Mathematics. Simultaneously, I am being supervised on an independent graduate research project in the Department of Applied Mathematics & Theoretical Physics at Cambridge.
My approach is dependent on the level being taught:
• GCSE/FSMQ/A-level/IB: every student is capable of achieving the top grade in these examinations. The syllabi are strictly defined, and question format, length and difficulty remain somewhat constant between years. The first aim is to ensure comprehensive understanding of the entire course, before increasing efficiency and familiarity through past paper practice.
• STEP: this is less straightforward to prepare for; the syllabus is comparatively vast and question difficulty can fluctuate significantly between questions and years. Thus, there exists a trade-off between acquiring breadth and depth of knowledge. However, the question style is unique and there are recurring themes and tricks that must be familiar to the student, so past paper practice should be encouraged from early on in the process. As such, I split the preparation phase (assumed to be January, when offers come out, until June, when the examinations occur) into three chunks. From January to April, I focus on the foundation of knowledge: there is a fair amount of back-and-forth between learning/revision and targeted past paper practice. This carries the intention of creating sufficient fluency such that from April to May the student is able to attempt papers in full. Finally, from May until the examinations, I encourage the student to complete timed mocks to accustom themselves to the pressurised conditions.
What I do when I am not tutoring
Road biking, rowing, making music, or on a far more boring note, programming
"...I've regarded Alexander as one of the most intelligent and conscientious individuals I've met; this is evident in his deep understanding of Mathematics and profound ability to explain its concepts... I attribute my success in these exams largely to our work together, and I am yet to come unstuck due to a problem that Alexander is unable to solve with a moment's thought. I strongly advocate not only for his tutoring ability, but for his affability" (First year undergraduate, Imperial College)
"[Son] really enjoyed the session. Alex (the tutor) came well prepared and explained the topics [son] needed help in very well. " (Mother of GCSE Mathematics student)