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Shaurya - Bethnal Green, United Kingdom£30
£30Tutoring in Maths for GCSE/A-Levels/IB Curriculum Students
Trusted teacher: Are you seeking expert guidance and support to excel in mathematics at the GCSE, IB, or A-Level levels? Look no further! Our tutoring classes offer a dynamic and comprehensive learning experience tailored to meet your academic needs. About Myself: I am a passionate and experienced mathematics tutor with a proven track record of helping students achieve their academic goals. With a background in mathematics and education, I bring a unique blend of subject expertise and effective teaching strategies to the classroom. My commitment to nurturing students' mathematical skills and fostering a deep understanding of the subject sets me apart as a dedicated educator. My Class: Targeted Curriculum: Our classes cover the specific requirements of GCSE, IB, and A-Level math, ensuring that you receive the precise support needed for your academic level. Individualized Approach: I believe in the power of personalized learning. Each student's unique strengths and weaknesses are identified and addressed to maximize their potential. Interactive Learning: We go beyond traditional teaching methods. In our class, mathematics comes alive through engaging and interactive sessions that make learning enjoyable and memorable. Proven Results: Over the years, I have guided numerous students to achieve exceptional results in their math examinations. Their success stories speak for the effectiveness of our teaching approach.
Math · Algebra · Calculus
Hephzibah - United Kingdom£35
£35Maths 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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