| Subject | Age/level and price |
|---|---|
|
Secondary Age - £25 - 60min
KS3 - £25 - 60min
A-Level - £35 - 60min
Adult Learner - price upon request
Ages 12 - 14 - £25 - 60min
Ages 15 - 16 - price upon request
Ages 17 - 18 - £25 - 60min
Ages 19 - 21 - £25 - 60min
Adult Education - £25 - 60min
Professionals - £30 - 60min
|
| Institution | Town | Speciality | Degree | Class |
|---|---|---|---|---|
| Heriot Watt University | Edinburgh | Scotland | Bachelor | 2ii |
| Aberdeen University | Aberdeen | Teaching Secondary | Secondary | not relevant |
At secondary school I already loved maths and to a lessor extent science as questions always had definitive solutions which were not dependant on a teacher’s opinion or beliefs. I initially found it exciting to be able to consistently find the correct answer then to tackle increasing more difficult problems. I found that there was a consistency to maths which meant once you understood the topic difficult problems could be solved in a similar way to simpler ones. I was lucky I grew up in a place and with a family who were of an engineering background so a STEM career for me made sense to them but I was aware of many of my peers whose parents and friends steered them away from STEM due to gender. My engineering career has taken me to offshore oilfields, onshore drilling pads and LNG plants all male dominated environments but they do not need to be. During my career in energy I have found myself complimented by my managers and mentors on my ability to make clear and concise presentations and explanations a skill which I transfer to my teaching. I have used this ability to support pupils with difficulty in maths and who have gone on to achieve better secondary certificates than was predicted when they left primary school. Maths is a subject where a toolbox of tools is taught which are them applied in problem solving to increase analytical ability. Each tool mastered can increase a student’s confidence in their ability to master the rest and then to solve increasingly complex problems. .
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