Posts Tagged ‘GCSE’

« Older Entries
Newer Entries »

Understanding GCSE Additional Science – Part 1

Thursday, February 18th, 2010

In our previous two posts we discussed GCSE Core Science. In this post and the next one we’re going to discuss GCSE Additional Science.

Additional Science is a GCSE in its own right and, together with GCSE Core Science, makes what used to be known as double award science. It’s also worth noting that this approach is not like the old Dual Award that was in place prior to 2006. Under that system, students would receive two Science GCSEs with identical grades. Under the current system, students studying Core plus Additional will get a separate grade for each of the two Science GCSEs they are entered for.

Students that take Additional Science, in year 11, will have already completed the Core Science course in year 10 (though many students re-sit Core modules to improve grades). The Additional Science course also forms a part of the course for students taking ‘triple’ science – a common way of referring to individual GCSEs that pupils take in Biology and/or Chemistry and/or Physics.

Additional Science is more technical and ‘scientific’ than the core science modules and many students find the concepts much harder. We have found that students that achieved the lower grades in Core Science struggle much more with Additional Science than those that obtained higher grades (A*, A, B). This is often because the content is much more complicated and covered in a relatively short period of time.

GCSE Additional Science can be taken as a series of module tests – variations between exam boards exist so it is important to find and follow the correct syllabus. All syllabuses contain modules for Biology, Chemistry and Physics and can be taken at either Higher Tier (grades D-A*) of Foundation Tier (grades G-C). Most syllabuses allow a combination of tiers to be taken. A student may, for example, be struggling with Physics but be OK with Biology and Chemistry and so sit for Higher tier in Biology and Chemistry, but foundation tier for the Physics. Working out the marks is complicated – see our first post on GCSE Core Science for more information.

In our next post, we’ll look in more detail at some of the specifications for GCSE Additional Science.

Tags: , , ,
Posted in GCSE, General, Science | No Comments »

Understanding GCSE Core Science – Part 2

Tuesday, February 16th, 2010

In our previous post we looked at the basic structure of GCSE Core Science. To give you child the best possible support during his or her Core Science studies, it’s worth understanding exactly how it all works in detail.

The most important thing is to establish the exact specification your child is following. Most of our students, based in Manchester and Cheshire, take one of the following: AQA Science A or Science B, OCR Gateway or 21st Century Science or Edexcel Science. Summaries of each course are listed below.

AQA Science
The AQA Core Science course can follow two separate routes – both cover identical content, but the objective test route splits the content and tests into smaller pieces.

• Science A – objective test route (multi-choice); 6 separate tests (x2 biology, x2 chemistry, x2 physics), each worth 12.5% of the total mark. Tests can be sat in any order/combination (schools decide the order in which modules are studied and when the tests are sat). Tests are at various times throughout the year – November, March, June. Tests can be re-sat to improve marks – the maximum mark is used to determine final grade.

• Science B – written test route; 3 separate written tests (x1 Biology, x1 Chemistry, x1 Physics) sat in either January or June, again in any order and can be re-sat. Each tests accounts for 25% of the total marks.

• Both routes also have a practical element (“ISA”) worth 25% of the total marks.

• Both routes allow the student to choose between higher and foundation tiers, with a combination of tiers also permitted.

OCR Science
The OCR course follows one of 2 routes; either the 21st Century (Science A) or Gateway (Science B):

OCR 21st Century Science – Science A (J630)
There are 9 teaching modules (x3 Biology, x3 Chemistry, x3 Physics) tested as 5 units. Students sit either Foundation (grades G-C) or Higher tiers (grades D-A*).

• Unit 1 – Biology B1, Chemistry C1 and Physics P1 – 16.7% of final marks. Almost always sat first in January.

• Unit 2 – Biology B2, Chemistry C2 and Physics P2 – 16.7% of final marks. Sittings in January and June.

• Unit 3 – Biology B3, Chemistry C3 and Physics P3 – 16.7% of final marks. Sittings in January and June.

• Unit 4 – ideas in context – 16.7% of final marks.

• Unit 5 – practical element – data analysis (13.3%) and case study (20%).

OCR Gateway Science – Science B (J640)
There are 6 teaching modules (x2 Biology, x2 Chemistry, x2 Physics) tested in 2 units. Students sit either Foundation (grades G-C) or Higher tiers (grades D-A*).

• Unit 1 – Biology B1, Chemistry C1 and Physics P1 – almost always sat first in January.

• Unit 2 – Biology B2, Chemistry C2 and Physics P2 – sittings in January and June.

• Unit 3 – ‘Can do’ tasks and report on science in the news – no set date/exam for this, assessed/moderated at school.

Each unit contributes 33⅓% of total marks. Re-sits are possible, with best grades being used to determine final grade.

Edexcel Science
There are 6 teaching modules (x2 Biology, x2 Chemistry, x2 Physics) tested in 6 units. Students sit either Foundation (grades G-C) or Higher tiers (grades D-A*).

• Students sit 6 multi-choice unit tests (x2 Biology, x2 Chemistry, x2 Physics). Each worth 10% of the final marks.

• Tests can be sat in any order/combination [schools decide the order in which modules are studied and when the tests are sat]. Tests are at various times throughout the year – November, March, June. Tests can be re-sat to improve marks – maximum mark used to determine final grade.

• Practical assessment – practical skills (10%), Biology activity (10%), Chemistry activity (10%), Physics activity (10%).

GCSE Science Changes for 2011
Note that GCSE sciences will change slightly in 2011. This will affect children currently in year 8. The changes to core science appear to be minimal; content seems unlikely to change much, though the number of re-sits allowed will be limited. The structure of the science suite of exams doesn’t appear to be changing much – Applied science will no longer be available, but none of our students have taken it so this doesn’t seem to affect many.

If you live in Manchester or Cheshire, and you’d like help understanding the GCSE Core Science specifications and possibly some expert tuition for your child, get in touch for a chat.

Tags: , , ,
Posted in GCSE, General, Science | No Comments »

Understanding GCSE Core Science – Part 1

Sunday, February 14th, 2010

Understanding ‘How Science Works’ – as in how the combination of science GCSE specifications interlink – is almost worth a GCSE in itself!

The way Science is examined at GCSE level has become horrendously complicated with numerous choices of exam boards, variations of syllabuses within and between exam boards, and choices of when to take tests. In summary, students take Core and/or Additional Science (previously known as single or double awards respectively) or separate sciences (ie Biology, Chemistry, Physics – previously known as ‘triple’ award).

Courses do share common themes. In this post we’re going to discuss Core Science, but we’ll talk about GCSE Additional Science and separate GCSE sciences in later posts. Hopefully this guide will be useful for parents of students currently in Year 10 and for parents of secondary age children in Years 8 and 9 who about to decide on options. Please feel welcome to call us if you’d like further explanation and we will do our best to try to make everything clearer!

Understanding the structure of GCSE Core Science (a.k.a. “Science”) specifications

Core Science is a GCSE in its own right – it is also sometimes known by its older classification, single award science. The Core Science course also forms a part of the course for students taking ‘triple’ science Biology and/or Chemistry and/or Physics.

Most students study for the Core Science GCSE in Year 10, though less able students study the modules at a slower pace and over the 2-year period through Year 10 and Year 11. This is a very general GCSE that covers the key scientific ideas that students are required to learn at GCSE.

Core science can be taken as a series of module tests – variations between exam boards exist so it is important to find and follow the correct syllabus. All syllabuses contain modules for Biology, Chemistry and Physics and can be taken at either Higher Tier (grades D-A*) of Foundation Tier (grades G-C). Most syllabuses allow a combination of tiers to be taken. A student may, for example, be struggling with Chemistry but be OK with Biology and Physics and therefore sit for Higher tier in Biology and Physics, but foundation tier for the Chemistry.

Be warned, working out the marks is complicated – raw marks become “UMS” marks that get aggregated to give a final grade. Most students get an idea of the grade they are working towards, what they need to achieve and so on, so as parents let’s not worry too much for now; the main thing is to get to grips with when your child may be taking their ‘real’ GCSE exams (some, especially in yr 10, haven’t quite realised these are the ‘real’ things!). That way you can help them prepare, and if necessary get them extra tuition!

In the next post we’ll look at the most common specifications in more detail. In the meantime, if you’d like to give your child a little extra help navigating the maze of GCSE Science – whether he or she is studying Core Science, Triple Award Science or one of the intermediate options – get in touch and ask us about the Science tutors we have available in Manchester.

Tags: , , ,
Posted in GCSE, General, Science | No Comments »

Get to grips with English Literature GCSE

Thursday, February 11th, 2010

In our last post we looked at some tips and tricks for success at GCSE English. Today it’s the turn of GCSE English Literature.

It’s important to clear up the confusion that exists between the two subjects. GCSE English is a compulsory subject for school students. It covers a range of skills that are broadly divided into reading, writing, speaking and listening. It usually includes some study of literary texts (usually short poems), but mainly focuses on day-to-day English skills. As we saw in the last post, GCSE English is sometimes referred to as English Language or “straight” English to differentiate it from GCSE English Literature.

Unlike “straight” English, English Literature is not compulsory at GCSE, but because it is so closely related to GCSE English many schools teach the subjects side by side, and enter a substantial number of students for English Literature as a matter of course. Less able students will sometimes not take GCSE English Literature in order to focus on the basic skills needed for a pass at GCSE English.

To clear up a further point of confusion, when colleges, universities and employers stipulate that applicants should have “GCSE English and Maths”, they are referring to GCSE English, not GCSE English Literature.

Your child will almost certainly have the same teacher or teachers for both GCSE English and GCSE English Literature. Any qualified English teacher will be able to teach both. So if, for example, you approach 121 Home Tutors for English assistance, we’ll be able to put you in touch with a tutor who can help your child with both subjects.

What does GCSE English Literature involve?
GCSE English Literature is focussed entirely on the study of literary texts – poems, novels, short stories and plays. This may seem pretty distant from the demands of everyday life, but in fact the subject helps students to develop a range of very valuable skills, and reinforces some of those developed during the study of GCSE English. In particular, studying English Literature is useful for developing close reading skills – the ability to “read between the lines” of documents that will come in useful during a career in law or business.

Your child will study a range of literary texts, and will be tested by a combination of written exams, coursework and – possibly – coursework written under controlled conditions in the classroom. In the past, some exam boards made it possible to complete a GCSE in English Literature just by submitting coursework. These days, the balance has shifted back towards exams. Most boards award final marks based on written exams (usually around 70% of the total mark) and coursework (usually around 30%) combined.

One of the key areas of difficulty students face during GCSE English Literature is dealing with literary texts written prior to the twentieth century. All English Literature GCSE specifications include a pre-twentieth century component, and all require students to study at least some Shakespeare.

Quite a few students – the technically and scientifically minded as much as the less able – find Shakespeare and other pre-twentieth century authors mystifying and intimidating. If you’re helping your child approach GCSE English Literature, there are some strategies you can use to help him or her cope with older texts:

    • Remember that Shakespeare and co. weren’t writing in ‘Old English’ – people stopped speaking and writing genuine Old English half a millennium before Shakespeare was even born. Shakespeare’s plays are, in fact, written in early modern English, which uses some different vocabulary and constructions from the English we use today, but is basically the same language.

    • The secret to reading books and poems that were written a hundred or more years ago is to take it slowly. It’s only in the last couple of centuries that the majority of people have become ‘silent readers’, able to understand the written word without reading aloud. In the 1600s, the poet John Milton – author of Paradise Lost – was considered remarkable because he could read without moving his lips. Because of this, writers in the seventeenth, eighteenth and nineteenth centuries expected their readers to go steadily – they certainly weren’t writing for people who use the silent, ‘scanning’ method of reading that’s common today. Slow down, and everything will begin to make sense.

    • A good dictionary is really useful. Go back a century or two, and most books were owned and read by wealthy, educated people. Writing for such an audience, authors didn’t feel the need to simplify the vocabulary they used. As such, some words are quite tough. If your child is struggling with a pre-twentieth century text, working through it slowly with a dictionary can be a big help.

If you and your child are really struggling with older texts – or with GCSE English Literature in general – feel free to get in touch with 121 Home Tutors. We’ll be happy to match you with a suitably qualified English tutor in the Manchester or Cheshire area.

Tags: , , ,
Posted in English, GCSE, Revision tips | No Comments »

English GCSE: Improve Your Child’s Chances

Friday, January 22nd, 2010

Getting a good result in GCSE English can be surprisingly difficult, even if your kids are very bright when it comes to other GCSE subjects like Maths and Science.

The main reason for this is that there isn’t much in the way of actual revision you can do. Unlike subjects like the sciences and History, there are few facts to be learned. Rather, GCSE English is almost entirely focussed on acquiring skills – principally reading and writing.

Don’t forget that English Literature is a separate subject from English at GCSE, although some of the skills your child learns for straight English will overlap with it (GCSE English is sometimes referred to as ‘English Language’ or ‘straight English’ to differentiate it from English Literature). We’ll cover English Lit. in detail in our next post.

With little obvious revision to do, how can you help your child if he or she is struggling with English? We chatted to GCSE English tutor and examiner Andrew Lackey for some suggestions. These are Andrew’s tips:

Reading
“Improving the broad range of your child’s English skills isn’t something you can do overnight. There are some quick fixes, but in the run-up to GCSE a long-term strategy is a good thing to have. At the heart of that strategy should be reading. Among the kids I teach, year on year, I see a consistent correlation between those who read a great deal and those who do well at GCSE English. Now, you could argue those who are ‘naturally’ good at the subject are likely to read a lot anyway, but I think it cuts both ways: get a child interested in books, and his or her English skills will improve, simply because he or she will unconsciously pick up a lot of good practices while reading.

“That said, reading isn’t the answer to everything – it won’t make your child a brilliant speller overnight, or necessarily teach good punctuation skills. It will, however, give him or her a more instinctive feel for written language.

“Remember that encouraging your child to read doesn’t mean you should only push fiction. Everyone likes a story, but many kids, especially boys, don’t really engage with novel-length fiction in their teenage years. Factual material is just as effective when it comes to promoting basic skills, so look out for books about sport, science and technology and so on. Newspapers are obviously good, and don’t knock your kids when they lounge around reading magazines – it’s all to the good. Remember, too, that your child will be expected to deal with factual material as part of GCSE English.”

“Quick fixes”
“If the exams are bearing down on you, there are still a few things you can do to improve your child’s English ability. Don’t forget that a strong ability when it comes to reading and writing has a cross-curricular benefit: better English skills can mean better performance across many other subjects at GCSE, especially in Arts and Humanities subjects such as History and Modern Languages.

“The best quick fixes are in the areas of spelling and punctuation. These are important areas in themselves in GCSE English exams, but the way an exam candidate spells and punctuates affects the examiner’s view of him or her. If an examiner sees a GCSE English paper or piece of coursework that is properly and consistently spelt and punctuated, that examiner will unconsciously assume that it’s from a strong candidate. Why? Because A and A* candidates tend to be good at that sort of thing, C and D candidates less so – it’s just a case of what the examiner is used to seeing.

“Spelling is quite difficult to sort out, because it is one of those areas where people have naturally varying levels of skill. English spelling is deeply illogical: some very bright kids really struggle with it, while some of average ability suffer few problems.

“Your best bet if GCSE is looming is to go through your child’s schoolwork and try to identify the top dozen or twenty misspellings. Some are common to nearly all weak spellers: ‘thier’ instead of ‘their’, ‘aswell’ instead of ‘as well’. Make a list and get your child to learn them off by heart – it shouldn’t take long, and it will help claw back some marks that might otherwise have been lost.

“Punctuation is easier, because there are rules to be learned, and lots of resources around to help. Many children (and adults!) have problems with punctuation simply because they have never been formally taught how to use it properly – which is ridiculous when you think about it, because most punctuation is so easy. I always tell my students that just knowing how to use apostrophes properly is worth half a grade at GCSE English.”

There’s some good material on punctuation – and a range of other topics – at the BBC Skillswise website.

If you feel your child needs some additional help, don’t hesitate to get in touch with us – English is one of those subjects where personal attention from a specialist tutor can make a huge difference to results.

Tags: , ,
Posted in GCSE, Revision tips | 2 Comments »

Top Exam Tips Part 2: GCSE Languages

Thursday, December 17th, 2009

In our last post on boosting your child’s exam chances we looked at some GCSE Maths tips. Today it’s the turn of a subject area that many mums and dads find no less scary – modern foreign languages.

How can you help your child revise for a modern foreign language GCSE – say, French or German – if you don’t speak that language, or your skills are so rusty as to be non-existent?

One way you can make a difference is by helping your child learn and revise vocabulary. A strong vocab is one of the big determiners of success in a language GCSE. Some ideas:

• If you’re testing your child from a word list that he or she has learned, ask for the meaning of the words out of list order.

• Remember to test both ways: “what’s le pont in English?”, “what’s the German word for apple?”

• Mix and match lists, or encourage your child to keep a long-term vocab book (which school might insist on, anyway). Often, kids will only remember the words in the most recent list, so being tested on vocab that’s been learned throughout the GCSE course is really good revision.

One pitfall you need to be aware of is gender. Just about every European language divides nouns (the names of things: apple, table, bridge, Jim, Annie, love, hate and so on) into genders: masculine and feminine in French, Italian and Spanish; and masculine, feminine and neuter in German and Latin.

(English is unusual, because gender usually only crops up in third person pronouns – he, him, his, she, her, hers, it, its. In other languages the effects of gender are further-reaching.)

The important point to remember when you’re testing kids’ vocab is that it’s completely pointless them knowing a noun unless they also know that noun’s gender – because the gender will affect the way that sentences are constructed around that noun.

So, for example, it’s no good your child knowing that the French word for house is maison, unless he or she also knows that it’s a feminine noun – la maison.

Luckily, in most languages your child might learn, the gender of a noun is indicated by the definite article that goes with it – that is, the word for ‘the’. If you’re testing vocab, don’t accept an answer that doesn’t have a definite article! For example, don’t accept Glas as the German word for glass – it should be Das Glas. Common definite articles are le and la in French, der, die and das in German, el and la in Spanish and lo, il and la in Italian.

(If your child is studying GCSE Latin, things are a bit trickier, because Latin doesn’t have a word for ‘the’ or ‘a’. Instead, learners have to memorise the gender of each noun separately.)

In French and Italian words that begin with vowels usually have elided articles, where the word for ‘the’ is run into the main word – l’ananas (French), l’ostrica (Italian). When you come across a word like that, make sure your child also knows its gender separately: “l’ostrica – feminine”.

Of course, vocabulary isn’t everything, and there are some aspects of a foreign language that only a native speaker or an expert can teach your child. If you’re in the Manchester or East Cheshire area and you feel a bit of extra help is needed, feel free to get in touch for a no-obligation chat about how one of our modern foreign language tutors might be able to help you.

Tags: , , ,
Posted in GCSE, Revision tips | No Comments »

Top Exam Tips Part 1: GCSE Maths Help

Sunday, December 13th, 2009

Are your kids ready for their GCSE exams? Or are they finding some subjects, like Maths, a bit challenging? Although we’re in the run-up to Christmas, now’s the time to be getting their heads around subjects they are struggling with.

This is the first in a series of posts in which we’re going to offer some tips on working with your child as they deal with three key GCSE subject areas: Mathematics, Languages and Science.

First up is Maths. If you found your GCSE or ‘O’-level Maths complete torture, you’re not alone – but that doesn’t mean you can’t give your own kids a helping hand. Even if you’re not much of a mathematician yourself, there are some things you can check and discuss:

1. Do they always read the question properly? This is one of the biggest pitfalls in all GCSE exam subjects, but it can be a particular trap in Maths – and it’s often a problem for the sort of confident child who whizzes through work at high speed. Remind your kids that one of the secrets of success in a GCSE Maths exam is to be thorough and methodical!

2. Show all working – you can still get marks for wrong answers. GCSE Maths often involves solving lengthy problems that need a lot of calculation. It’s perfectly possible to get all the working right, yet end up with an incorrect final answer because of a small mistake at some stage. However, long questions are usually worth several marks: even if your child gets the final answer wrong, there will still be some marks up for grabs if the earlier stages of the working are correct. So it’s really important not to skip stages and always write down all the working out. Again, skipping ‘obvious’ working out is a particular danger for brighter kids.

3. If you can’t finish a question, don’t panic! The trick is to get as far as possible – even if your child can’t complete a question, there will still be marks available for half-completed solutions. Remind your child that in an exam situation, it’s far more important to devote time to answering the questions you can do than to agonising over the ones you can’t.

4. Don’t just understand the Maths – understand the way the exam works. This is useful for both you and your child, and an area where a Maths tutor can make a real difference. For example, in a question worth 5 marks, only one is usually allocated to getting the answer right, with the rest awarded for the quality of the working out. You child can be taught to make tactical decisions about which questions to focus on, maximising marks in the exam.

5. Revise with and without a calculator. Even in exams where calculators are allowed, your child can save precious time by doing basic arithmetic in his or her head. It’s also useful to be able to estimate answers to check that a mistake hasn’t been made when using the calculator. All in all, a good head for sums isn’t all your child needs to be successful, but it will come in really useful.

6. Know your calculator. This is another great time-saver. Understanding some of the more complex functions on a calculator can be a big help at GCSE. The ‘memory’ function, for example, may save precious time in the exam hall.

7. Practise! It’s important to remember that Maths – at least at GCSE level – is a practical, applied subject. It’s not about learning facts, but developing skills. Your child’s school may provide him or her with plenty of past papers for practice purposes. You can also get hold of good Maths revision guides – ask your child’s school or tutor of advice.

Finally, if your kids seem to be struggling – or aren’t on target to get the grades they deserve – there’s no substitute for expert help. We represent a range of GCSE Maths tutors in the Manchester area, and we’ll be happy to match you with a specialist tutor who meets your child’s needs. If you’d like a no-obligation chat about how 1-2-1 Home Tutors can help your child with GCSE Maths, get in touch today!

Tags: , , ,
Posted in GCSE, maths, Revision tips | No Comments »

What to look for in a maths tutor

Tuesday, November 17th, 2009

Formal education

A good maths tutor will need to have a good understanding and knowledge of the material that s/he is tutoring and so it’s important that they have a strong formal background in mathematics. When teaching young children, of primary school age, a tutor with at least a GCSE grade C in maths would be recommended. Teaching older students, in high school or college, requires more specialist knowledge and so the ideal tutor would have at least an A Level, but ideally an undergraduate degree, in a subject with a strong emphasis on mathematics (engineering or science degrees often have solid maths requirements too).

Experience and training

Helping others learn requires great communication skills, patience and the ability to identify the best way to convey the material that matches the individual needs of the learner. Previous experience in either tutoring or teaching is highly recommended when choosing a maths tutor, and that experience should ideally include the grade-level of the material you are covering.

Practice, practice, practice

The best way of learning maths is through practice, practice, and more practice. It also helps to write it down (it has become very difficult to get students to show their working and write down a maths problem!). A good maths tutor will be able to identify and work on areas of weakness through explanation of the method and practice.

Tutors will also offer homework assignments, if asked, and regular testing is important. Maths tutors often help their students prepare for specific standardised tests such as the eleven plus, 11+, entrance tests, SATs, GCSE’s and A Levels – AS and A2 and so using practice tests in the same format as the expected standardised exams is helpful.

Our tutors have experience and knowledge of the requirements for the different exam boards at the main key stages – e.g. AQA, Edexcel, OCR and for the GCSE, IGCSE, AS and A2 exams.

Student- teacher ratio

Many academic studies have recognised that students learn best when they have more attention to their individual needs. Smaller classroom sizes, or even one-on-one learning, are advisable to maximise the benefits of maths tutoring.

Location & Availability

To save time and travel expense, it is best to have the maths tutoring near you, or even in your own home. A tutor’s availability will depend on several factors, such as your location, the times you require tuition, the time of year [most tutors are fully booked close to public exam times] and the level you require – the most experienced, successful tutors get booked quickly and so often have less availability and/or a waiting list. Some tutors are only available out of school hours and/or at weekends, whereas others may be free at other times.

Pricing

Tutors need to be compensated for their time (they’ve also got families to feed!), so it’s unrealistic to expect good maths tutoring for a very low cost or free – again, the most experienced, highly successful tutors are in high demand and as a result charge higher fees. One to one, individualised tutoring will naturally cost a little extra. Whether or not that is a good investment will depend on the individual needs of the learner, and their enthusiasm to succeed at maths.

If you need a maths tutor in the Manchester or Cheshire area then contact us today.

Tags: , , , ,
Posted in Choosing a tutor, what to look for etc | No Comments »

What makes a good tutor?

Tuesday, November 10th, 2009

The first thing that is important when you want to find a good tutor is understanding what the student needs – whether that’s you or your child. That’s why when you come to us, we ask lots of questions and try to get to the bottom of your specific needs.

Does a tutor need to be a qualified teacher?

Some parents are surprised to find out not all of our tutors are teachers by profession. Many of our private tutors are teachers or teacher trained but lots of our 150 male and female tutors come from different backgrounds.

Each one goes through the same stringent application process and we review each application individually. What we have found is that non-teachers can also make superb tutors – some non-teachers have a greater practical/working knowledge of their subject [for example language tutors] and a great deal of passion for their subject.

All our tutors have at least a qualification in the level above that which they teach in (so if they are teaching GCSE Maths they’ll have at least A Level Maths).

A teacher is not always one the best placed to ‘teach’ the student to pass exams. Teachers often teach and cover a lot of information that’s not always needed for a test. It’s information that’s fantastic for subject knowledge but may not be exactly what the student needs to pass a particular test.

So that’s why when you make a tuition enquiry to 121 we’ll ask a lot of questions. We need to find out if you need help and support, then we’ll focus on a particular type of tutor. If you need specific help with exam technique then we’ll find just the right match. And sometimes it can take us more than one go to find just the right tutor – there are as many different styles of tutor as there are teachers!

But we do listen to our parents and anyone receiving private tuition from 121 – if a tutor isn’t meeting your needs or standards then we’ll rectify the problem.

Tags: , , ,
Posted in Choosing a tutor, what to look for etc | No Comments »

What to look for in a private tutor

Tuesday, November 10th, 2009

The Daily Telegraph Independent Schools supplement (19th Sept 2009) had a few handy hints on tracking down and hiring a private tutor.

They include:

  • Using a trusted website like 121hometutors, where you can get a specialised, matched tutor recommendation and read what other parents say about the tutors.
  • Focusing on one or two subjects at any one time. Hiring too many tutors at once can be counter productive as it doesn’t give the student time to absorb the new information.
  • Ensuring the tutor has been fully checked – at 121 we carry out a comprehensive checking process including taking up references and double checking qualifications. We focus on a tutor’s track record and their suitability for your needs.
  • Check costs – at 121 we agree any fees before tutoring starts. Remember that the cheapest is rarely the best and education is always worth paying for. Tutoring isn’t about price; it’s about getting a quality tutor who cares about a student’s education.
  • Looking at results – you need to know your child is making progress. At 121 we continually get feedback from both tutors and parents to make sure the tutor/student relationship is working. We often find the whole relationship is more honest as tutors can be open rather than being pressured to praise.

Tags: , , , , , ,
Posted in Choosing a tutor, what to look for etc | No Comments »

« Older Entries
Newer Entries »