I think how you structure the lessons largely has to depend on the age of the student. For students with important standardised tests coming up I have found it most effective to work through past papers and look at strategies of how to complete the test and the types of questions they will ask. Where as for other students such as year 4s and 5s, or year 7 to 9s I prefer to either work through topics they're struggling with in school and to then deepen their knowledge of the topics to prepare them for the work next year.
I'm a mathematics student currently starting my first year at the University of Exeter. I have been tutoring up to GCSE level for the last two years and have had 9 students in total in this time. The only students I have had who have so far received results in a standardised test were doing their SATs last year and both received very high marks.
At GCSE I obtained
A* in maths
A in physics
A in biology
A in chemistry
I have since done my A levels and achieved an A* in sinlgge maths and 2 Bs in physics and further maths.
In this time I also completed my Duke of Edinburgh award where I volunteered in an infants school for a 2 year period working with children in year 1, which taught me a lot about patience and teaching methods for younger children.
I have also taken part in the Engineering Education Scheme where you work for a company to complete a set problem. This has given me a real feel of a professional work place and prepared me for future jobs.
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