Leo K
ACADEMIC QUALIFICATIONS
MRes (Master of Research) Green Chemistry, Imperial College London
London, United Kingdom
Received a distinction mark.
Modules undertaken in renewable energy, plastic electronics, sustainable chemistry and the recycling and recovery of metals.
Attended weekly meetings and journal clubs where scientific research was discussed in the context of all forms of sustainability.
Majority of course marks were obtained from a full-time research project which involved the use of novel materials for bacteria absorption from water.
BSc (Bachelor of Science) Chemistry, University College London (UCL)
London, United Kingdom
Received a first-class honours degree.
Modules undertaken in mathematics, statistics, management studies, computer programming, biochemistry, drug design, inorganic, organic, and physical chemistry.
International Baccalaureate (IB) Diploma, International School Bangkok
Bangkok, Thailand
44/45 points scored, including a 7 in all subjects taken. Higher levels: chemistry, physics and business management.
TEACHING EXPERIENCE
Maths Tutor/Head Tutor, Team Evolution Alpine Racing Academy
Radstadt, Austria
Led a team of academic tutors who organised the educational programme for some of Britain’s best young ski racers.
Tutored mathematics, physics, chemistry, business and French for the GCSE and A-Level curriculums.
Summer Teaching Assistant: Taught Master’s E-learning Resources, University College London (UCL), June 2019 – July 2019
London, United Kingdom
Supported the development of an organic synthesis module for incoming master’s students from non-chemical backgrounds.
Created an interactive e-learning platform for students to learn and test their knowledge.
P/T Instructor, Spectroscopy in a Suitcase (Royal Society of Chemistry)
London, United Kingdom
Led workshops teaching the A-levels spectroscopy unit to sixth form students across London with the aid of an IR spectrometer and sample chemicals.
P/T Sciences and Mathematics Tutor, Love Learning Tutors London
London, United Kingdom
Learned how to develop lesson plans to cater to a student’s strengths and weaknesses through communicating with them and their parents.
Tutored 11+ sciences and maths, A-levels chemistry and physics.
Chemistry Year One Air Pollution Project, University College London (UCL) London, United Kingdom
Measured the level of polluting gas across hundreds of locations in London, collaborated with local primary schools to educate children about air pollution and decide on sampling locations.
Received the UCL Provost’s Teaching Award in recognition of outstanding contribution to student education at UCL (award shared with other first-years)
SKILLS AND INTERESTS
Interests: My main hobbies include telemark skiing, ice hockey and mountaineering.
Languages: English (native), Japanese (native-bilingual speaking/listening, limited working reading/writing), Swedish (limited working), French (limited working).
Cultural awareness: Developed extensive cultural awareness and language skills through growing up in different countries including Japan, Sweden, Hong Kong SAR, China, India, Thailand and the United Kingdom.
PERSONAL STATEMENT
I can attribute a lot of my own success to the tutors I had growing up. As a young child, I struggled a lot with academics as my family moved to a new city every three or four years. Each time I would have to adjust to a new school, new culture, new friends and a new curriculum. It was hard catching up with the other children in a new school. Having tutors really helped me, I found that the one-on-one environment of tutoring was a lot more effective than a regular classroom setting. Many of the study skills my tutors taught me I still use today, even as a university student. I would like to extend this knowledge and the skills I have learned over the years to my pupils.
I believe as with learning, teaching requires a lot of patience. I used to teach small children how to swim, the first step in teaching was to build enough confidence in simply stepping into the pool. However, after this initial step, the rest of the learning process was a lot faster. Academic tutoring is the same, the key is to build confidence, build upon past knowledge and to not rush the process.