Barnabas K
ACADEMIC QUALIFICATIONS
A-level equivalents
Biology 93%
Chemistry 92%
Mathematics 86%
University College London (UCL), MSci Natural Sciences - Synthetic Organic Chemistry and Molecular & Cell Biology
Key subjects: Synthetic Organic Chemistry, Molecular & Cell Biology, Computational Biology, Scientific Computing
TEACHING EXPERIENCE
Love Learning Tutors
GCSE: Chemistry, Biology, Physics, Mathematics
A-Level: Chemistry, Biology
Private Tutor in Chemistry, Biology and Science
Experience across various exam boards both at A-level and (I)GCSE e.g. AQA, Edexcel, OCR, Cambridge
Experience in both 1-1 tuition and small group tuition
Group Tutor at MyTutor, offering online small group tuition: additional experience in online session delivery
Volunteer at CoachBright, a charity tackling educational inequality by offering free coaching/tutoring to students from disadvantaged backgrounds
Student Ambassador at UCL: mentoring disadvantaged students in an outreach programme to develop their maths and general study skills
Transition Mentor at UCL Department of Natural Sciences: aiding students in their transition to university life and learning
Senior Transition Mentor at UCL: co-leading the departmental Transition programme, supporting Transition Mentors
Head of Mentoring at a UCL student society: coordinating a mentoring programme with 40 participants
SKILLS AND INTERESTS
Leadership
Public Speaking
Project planning
Event planning
Organisation
Time management
Study skills mentoring
Test preparation
Laboratory skills
Scientific interests: applying the achievements of organic synthesis to living systems, nanotherapeutics/diagnostics
Languages:
German (advanced)
Hungarian (native)
French (beginner)
Latin (intermediate)
IT skills: R (intermediate), Python (intermediate), MATLAB (beginner), MS Office (advanced)
Extracurricular interests:
Music: Choir
Clarinet and folk woodwinds
Literature and languages, travelling
Sport:
Hiking, mountaineering, badminton, water sports, park runs
WORK EXPERIENCE
Research Intern, Technical University of Munich (TUM), Germany
6-week internship in DNA nanotechnology
Research Intern, MTA-ELTE Protein Modelling Research Group, Eötvös Loránd University, Budapest
4-week internship in flow peptide synthesis
President at a UCL student society
Vice-President and Treasurer of a UCL student society: involved in the leadership of a student society with over 70 members, solving organisational challenges and co-leading the committee
Academic Secretary of a scientific student society at UCL: organising academic events and inviting speakers
SSAT Student Leadership Accreditation - The Gold Award: formal recognition of demonstrated leadership skills
PERSONAL STATEMENT
From a young age, I enjoyed exploring the world of molecules, atoms and their reactions, and the nature of the matter around us. Biology casts light on how these inanimate structures are filled with life by working together in an orchestrated fashion. Speaking of orchestra and interdisciplinarity, I like to spend my free time playing music, out in nature or delving into literature. I firmly believe the boundaries between different subjects are not that marked. Except, of course, in exam situations, where it is crucial to distinguish the approaches of the different subjects, e.g. in the description of biochemical processes and biomolecules by biology and chemistry. By distinguishing the key focus and approaching from two different perspectives, one can not only excel in both subjects, but a deeper understanding is also possible.
I'm doing MSci in Natural Sciences at UCL, which is an interdisciplinary course where we can combine subjects from two scientific disciplines. My choices are Chemistry and Biology, and I find them deeply intertwined yet different. Drawing on both on my recent educational experiences, as well as the tuition I have carried out in Chemistry and Biology at both A-levels and GCSE across various exam boards, I seek to inspire my students to find the same joy and fascination in science I've been so captivated by.
Besides improving subject- and self-confidence in general, for me, an imperative element of tuition is fostering independence and building a personally suitable study routine, which immensely aids academic progression. Having also volunteered to coach disadvantaged pupils, I have tutored students from a wide range of backgrounds. In my mentoring or community leadership roles, I often have to facilitate engagement, and as such, communication with different groups is indispensable. Tailoring guidance to individual students or team members is one of my key principles in both academic skills development and team leading. I believe that personalised learning is the key to individual success
