Beth S. GCSE Music tutor, 11 Plus English tutor, GCSE Philosophy and ...

Beth S.

£18 - £22 /hr

Currently unavailable: for new students

Studying: Theology and Religion (Bachelors) - Oxford, Keble College University

4.7
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43 reviews| 46 completed tutorials

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About me

I have been a private tutor for 2 years with kids aged 7-11 helping them with 11+ exam material and I have also taught music theory to 5 pupils up to grade 5 who all passed with distinction or merit, and was employed as a music theory tutor at Emerald Music School in Purley when I was in sixth form. 

I am confident in a lesson and enthuastic for my students' progress, not only in understanding and learning but in enjoyment of their subject so that they can strive to understand more in class time and be encouraged to aim for their potential.

Since coming to university, I like to think my tutoring style is like my Oxford tutorials with academics, as after going through concepts I get my students to explain it to me, and I'll ask probing questions! I can assure you that my aim is for them to reach full confidence in their work and go at the speed they need. 

I am really happy to give honest advice with personal statements and interview tips, and even provide practices. I am not scared to help edit your statement and be brutal about it, my English A level helps with this but also I want you to do your best.

For students aiming to tackle exams I think it is very important to practice exam techniques and am very happy to focus on this as well as content. I have a good knoweldge of the exam boards for GCSE Music, Religious studies and Philosophy and Ethics as well as the 11+ exams and I am ultimately flexible to how much need there is to discuss these and focus on technique. 

I am invested in all of my students and hope that I provide a fun, sensitive and rewarding tutorial that does what it says on the tin. 

I have been a private tutor for 2 years with kids aged 7-11 helping them with 11+ exam material and I have also taught music theory to 5 pupils up to grade 5 who all passed with distinction or merit, and was employed as a music theory tutor at Emerald Music School in Purley when I was in sixth form. 

I am confident in a lesson and enthuastic for my students' progress, not only in understanding and learning but in enjoyment of their subject so that they can strive to understand more in class time and be encouraged to aim for their potential.

Since coming to university, I like to think my tutoring style is like my Oxford tutorials with academics, as after going through concepts I get my students to explain it to me, and I'll ask probing questions! I can assure you that my aim is for them to reach full confidence in their work and go at the speed they need. 

I am really happy to give honest advice with personal statements and interview tips, and even provide practices. I am not scared to help edit your statement and be brutal about it, my English A level helps with this but also I want you to do your best.

For students aiming to tackle exams I think it is very important to practice exam techniques and am very happy to focus on this as well as content. I have a good knoweldge of the exam boards for GCSE Music, Religious studies and Philosophy and Ethics as well as the 11+ exams and I am ultimately flexible to how much need there is to discuss these and focus on technique. 

I am invested in all of my students and hope that I provide a fun, sensitive and rewarding tutorial that does what it says on the tin. 

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09/03/2016

Ratings & Reviews

4.7from 43 customer reviews
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Karine (Parent)

May 4 2017

good

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Karine (Parent)

March 10 2017

My son really enjoyed his lesson with Beth.

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Karine (Parent)

March 3 2017

just because the internet connection was awful and we barely did anything

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Karine (Parent)

February 24 2017

she did everything right she explained everything well so I could understand perfectly

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Qualifications

SubjectQualificationGrade
MusicA-level (A2)A*
Religious StudiesA-level (A2)A*
English LiteratureA-level (A2)A

General Availability

Before 12pm12pm - 5pmAfter 5pm
mondays
tuesdays
wednesdays
thursdays
fridays
saturdays
sundays

Subjects offered

SubjectQualificationPrices
EnglishA Level£20 /hr
Philosophy and EthicsA Level£20 /hr
EnglishGCSE£18 /hr
MusicGCSE£18 /hr
MusicGCSE£18 /hr
Philosophy and EthicsGCSE£18 /hr
Philosophy and EthicsGCSE£18 /hr
Religious StudiesGCSE£18 /hr
Religious StudiesGCSE£18 /hr
EnglishIB£20 /hr
English13 Plus £18 /hr
English11 Plus£18 /hr
English11 Plus£18 /hr
Maths11 Plus£18 /hr
-Oxbridge Preparation-Mentoring£22 /hr
-Personal Statements-Mentoring£22 /hr
-Personal Statements-Mentoring£22 /hr

Questions Beth has answered

Define God

A deity or supernatural being or concept that is worshiped. They do not necessarily create the world or have supernatural power because the term itself is ultimately subjective, but is interpreted in many different ways. 

A deity or supernatural being or concept that is worshiped. They do not necessarily create the world or have supernatural power because the term itself is ultimately subjective, but is interpreted in many different ways. 

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1 year ago

512 views

Describe Wittgenstein's picture theory of language

The picture theory of language is the central feature of Early Wittgenstein’s philosophy first articulated in the Tractatus Logico Philosophicus. According to this theory language has one role (function); to paint pictures of possible states of affairs (i.e. ways in which the world could be). To do this a statement must have the following three features, 1) names (labels which stand for natural objects such as ‘cat’ and ‘mat’), 2) a structure which places the objects in relation to one another (such as ‘the cat is on the mat’), and 3) a logical form (i.e. the names are related to each other in a way that is actually possible). An example of an utterance which has names and structure but lacks logical form would be ‘the music smelt like fish’ which is nonsense because it is impossible for music to smell like anything.

The picture theory of language is the central feature of Early Wittgenstein’s philosophy first articulated in the Tractatus Logico Philosophicus. According to this theory language has one role (function); to paint pictures of possible states of affairs (i.e. ways in which the world could be). To do this a statement must have the following three features, 1) names (labels which stand for natural objects such as ‘cat’ and ‘mat’), 2) a structure which places the objects in relation to one another (such as ‘the cat is on the mat’), and 3) a logical form (i.e. the names are related to each other in a way that is actually possible). An example of an utterance which has names and structure but lacks logical form would be ‘the music smelt like fish’ which is nonsense because it is impossible for music to smell like anything.

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1 year ago

670 views

How do I survive the Oxbridge interview process for humanities?

The Oxbridge interview process may seem daunting but it doesnt have to be as bad as you think it is. In fact, it isnt as bad as you think it is, because first and foremostly the interviewer wants you to do well. Therefore the one thing that is going to make a difference to your interview is confidence. The point of Oxbridge interviews is that they reflect the main style of teaching here, a tutorial/supervision, where a leading academic asks you about what you think about certain topics, concepts, debates or whatever you happen to be doing your essay on that week. They will want to pick topics that are key to your personal statement or are big debates in your subject at the moment or historically, as if you had written them during a week of term. Thus, confidence is key, because the point is to discuss these topics, give your ideas, your thoughts, and even talk about why something is a difficult question or why, even if you dont know an answer, the question has very significant ramifications. The key is confidence in your ability to understand a question, not necessarily answer it fully: to be able to show them you can think through something even when its solution is not obvious, and you can definitely think. So let me ask you some questions, lets discuss, and talk, and learn together, just as the interviewers want to do with you.

The Oxbridge interview process may seem daunting but it doesnt have to be as bad as you think it is. In fact, it isnt as bad as you think it is, because first and foremostly the interviewer wants you to do well. Therefore the one thing that is going to make a difference to your interview is confidence. The point of Oxbridge interviews is that they reflect the main style of teaching here, a tutorial/supervision, where a leading academic asks you about what you think about certain topics, concepts, debates or whatever you happen to be doing your essay on that week. They will want to pick topics that are key to your personal statement or are big debates in your subject at the moment or historically, as if you had written them during a week of term. Thus, confidence is key, because the point is to discuss these topics, give your ideas, your thoughts, and even talk about why something is a difficult question or why, even if you dont know an answer, the question has very significant ramifications. The key is confidence in your ability to understand a question, not necessarily answer it fully: to be able to show them you can think through something even when its solution is not obvious, and you can definitely think. So let me ask you some questions, lets discuss, and talk, and learn together, just as the interviewers want to do with you.

Show more

1 year ago

650 views

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