Elisha

I graduated in 2023 from the University of Oxford with a 2.1 in Chemistry (MChem). Prior to attending the University of Oxford, I achieved A*A*A* in A-Level Chemistry, Mathematics and Biology. I am a hard-working tutor with significant experience in tutoring Chemistry at a range of abilities at GCSE and A-Level.
I also mentor students in applications to Oxbridge (Chemistry) and have extensive experience assisting with personal statements, conducting mock interview sessions, and providing advice and general information about the course and application process.

Tutoring Experience

• GCSE & A-Level Chemistry: Prior experience tutoring multiple students at these grades - have tutored 2 GCSE Chemistry students for 5–6-month periods – with grade improvements (one from C in mock examinations to A in final examinations, the other from A to A*). Experience tutoring A-Level Chemistry to Year 12/13 university applicants ahead of school timelines.

• Oxford Chemistry/Cambridge Natural Sciences (Chemistry-focused) admissions: Extensive experience in Oxbridge university application preparation, having mentored 10 students over the course of 5 years in previous applications to Oxbridge Chemistry/Natural Sciences undergraduate courses, of which 7 were successful in securing a place (70% success rate). Involved personal statement review, interview preparation sessions, and conducting formal mock interviews. Experience tutoring both A-Level and IB students as well as international students in their applications.

• Spent one month working as a teaching volunteer for the organisation ‘Bombay Dyeing’ (2018). Taught basic numeracy and English to a group of 15 children (ages 5 -12) on a construction site in Mumbai, adjusting teaching methods to engage children of all skill levels.

• Worked as an assistant demonstrator (2017) in chemistry-focused sessions attended by local primary school children, aimed at improving their science engagement and abilities.

Tutoring Approach

My tutoring approach is centred around a structured, tailored process that starts with understanding a student’s baseline - both their content knowledge and exam technique. I use a mix of original and past paper questions to assess this, alongside honest conversations with the student (and where helpful, their parents) to pinpoint strengths, weaknesses, and their engagement level with the subject.

From there, I set clear tutoring objectives and create a long-term plan - whether that’s following a supplementary approach (consolidating school content) or an advanced one (teaching ahead of school), depending on the student’s goals. This plan is flexible and adapted based on progress, with regular checks using exam-style questions.

What sets my tutoring apart is my emphasis on teaching students how to think - not just what to think. In Chemistry, especially at GCSE and A-Level, knowledge is only half the story - the key to top marks is how a student approaches the question. I teach standardised strategies that students can apply across topics and guide them in thinking critically about what the question is really asking. Together, we reflect on and improve their techniques continuously - building strategic thinking and exam confidence that transfers well to independent study and university-level learning.

Tutoring sessions are best spent doing what students can’t easily do alone - walking through exam-style questions, modelling thought processes, breaking down mark schemes, and developing an examiner’s mindset. I also set aside time in each session for students to reflect on their own progress and learning approach - helping them build ownership and long-term academic confidence.