Extended Essay Tutors : 1-1 Extended Essay Preparation

My name is Hector, and I am a third-year medical student at Swansea University, where I secured a place on the highly competitive Graduate Entry Medicine (GEM) programme. I graduated from The University of Sydney with a Bachelor of Science and Bachelor of Advanced Studies (Medical Science), achieving a distinction average. I know first-hand how daunting the journey to medical school can be, from perfecting personal statements to conquering the GAMSAT and excelling in medical interviews.

I have extensive experience teaching and mentoring students, currently working as a Senior Teaching Assistant in Anatomy at Swansea University. In this role, I lead engaging sessions for undergraduates and postgraduates, helping them grasp complex concepts and build confidence. Beyond my university role, I have provided tailored academic support through a private tutoring company, specialising in essay proofreading and personal statement coaching.

As a Swansea University Graduate Entry Medicine interview panellist, I understand what interviewers are looking for, and I am eager to share this insight to help you succeed. I am driven to make the process of tutoring and helping students reach their goals as accessible and stress-free as possible, building their confidence along the way.

Hi! My name is Edie and I am looking forward to meeting you. I, on a personal level, understand the demands and pressures of school, and so I hope to make each tutee’s scholastic life easier by providing study support.
I am currently an undergraduate studying Psychology at Durham University, pursuing a career as an educational psychologist. Hence, I am always ready and happy to help others, especially with academics. I have prior experience helping my brother with his studies in IB and GCSE, alongside volunteering to tutor younger students (age 12-15) in Maths and Biology during my high school years. I have also lived in Asia, Europe and the UK, and hence have a broader understanding of the different cultural pressures associated with education.
In 2024, I graduated from the IB diploma programme in the top 10% of my cohort, so I am no stranger to a good work ethic and using effective study strategies to get top marks. I am also familiar with the high-pressure environment of examinations, and so am able to give advice on how to maintain a work-life balance based on experience if requested. My favourite subjects were Psychology, Biology and Literature, but I mostly miss the supportive educational environment — fostered by my peers and teachers — that enabled me to thrive in my adolescent years. I now strive to create the same warm and informative environment with my future tutees, where questions are not just welcomed but encouraged.

I hold an Upper Second Class Honours in my Master’s degree in Pharmacy and have been working in various pharmacy settings since the age of 19. Over the years, I have gained valuable experience across both NHS and private healthcare sectors, including placements and roles in general practice, hospital pharmacy, and community settings. This diverse exposure has enabled me to develop a broad, flexible, and adaptable skill set, while significantly strengthening my clinical knowledge. Working in multidisciplinary teams and caring for patients from a range of backgrounds has also enhanced my communication, leadership, and decision-making skills. These experiences have given me the confidence and competence to thrive in complex clinical environments and deliver safe, high-quality pharmaceutical care.

I hold an Upper Second Class Honours in my Master’s degree in Pharmacy and have been working in various pharmacy settings since the age of 19. Over the years, I have gained valuable experience across both NHS and private healthcare sectors, including placements and roles in general practice, hospital pharmacy, and community settings. This diverse exposure has enabled me to develop a broad, flexible, and adaptable skill set, while significantly strengthening my clinical knowledge. Working in multidisciplinary teams and caring for patients from a range of backgrounds has also enhanced my communication, leadership, and decision-making skills. These experiences have given me the confidence and competence to thrive in complex clinical environments and deliver safe, high-quality pharmaceutical care.

I am a 3rd year medical student at Newcastle university. I love my degree and would love to help other prospective students achieve the best they can. I am a patient and approachable person, and am happy to help anyway I can. I myself benefitted from tutoring myself at various stages of my education, and found it helped me greatly. My strengths are maths and chemistry up to Alevel standards, as well as medical interview preparation. My hours are flexible and I am always happy to adapt my teaching style to what suits the client. I come from a teaching background myself, where my father was a school teacher and then a private tutor, so I have picked up many valuable skills to be a great teacher. In my spare time, I enjoy running and recently ran a half marathon. I enjoy visiting new places and finding new places.

I am a qualified teacher trained to work with learners all abilities and levels but have had 3 years experience with learners who are visually and/or hearing impaired, and learners with autism and other special needs. I am trained to deliver teaching for GCSE and AS/A level and post 16 learning. I am passionate about teaching and learning and always follow the lead of the learners I am introduced to and tailor my teaching approach to their needs and learning style. Teaching in a classroom environment has been part of my previous experience but I also worked closely with learners on a one to one basis which allows for a more focused and person centred approach to the process. I hope to continue to teach and learn more myself in the process of delivering support to students.

I started my journey to teaching without quite knowing that’s where I would end up. I have worked in many various job roles, from hospitality to insurance before deciding to pursue a passion I have for creativity and film making. I resumed studies to gain a degree in film and script writing. This was very exciting for me and allowed me to explore my creative side. Following on from this, I started work as a support assistant for individuals living with disabilities and mental health issues. I started to pursue a mental health nursing masters degree but COVID struck and this came to an abrupt end. Having the time to think more about my next steps, I started work as a classroom assistant working with students within a college environment. These learners had SEN as well as sensory impairments. As such, I received a qualification in BSL to communicate with hearing impaired learners and non verbal learners. Many of the students were diagnosed with ASD and this was a real learning curve and education for myself. From this, I realised the struggles that can be faced within the education system for learners with additional needs.

As I did well in my classroom assistant role, my skills were noted and I was offered the opportunity to step into a trainee teacher role. At this moment, I knew teaching was where I wanted to continue my career. I was then trained for education for all learners Post 16 at all levels and abilities. I have never looked back and now feel this was the best experience and opportunity I had been offered. I now continue to teach, moving away from classroom environments and working one to one with learners. This allows for a more bespoke and holistic approach to teaching and learning and I find this to be more stimulating,as you can really get to know an individual and what their learning style is and can fully invest them. When they achieve their aims and goals, I feel the same sense of pride and achievement, seeing them reach the pinnacle of their abilities. My main aim is to see my learners pursue the paths in life that they have always hoped to travel.

Having some variance in the qualifications that learners are pursuing, also brings variance to my role and allows me to continue to grow as an education practitioner as I adapt to the needs and levels I am working at. Working with visually impaired students on pre-braille and braille activities and then working with a learner who is seeking a qualification in personal and social development presents experiences that are poles apart and equally fulfilling. Delivering teaching for learners who are working towards their GCSE’s or A levels is a different experience and a good challenge. Having a distinct goal and end point to work towards allows for really focused work to be done. There is also an immediate result and a chance to see the fruits of the labours of the student and myself when they achieve the grades they desired.

I have specialist training for learners with visual and hearing impairment and autism spectrum disorder, but I want to continue to grow as a teacher and so now working with a more academically rigorous syllabus and range of materials is now very exciting to me and allows me to pursue working and building upon the communication tools I have helped to impart to my previous learners. English Language and Literature is an area I am most qualified to deliver based on my own achievements in these subjects from GCSE and A Level as well as being within my area of keen interest. I think this is key to being able to make that enthusiasm I have for the subject infectious to the learner. My main hope is to provide the students with a spark for learning that allows them to commit and enjoy the process on their way to realising their goals and dreams.