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AMELIA

  • University of Oxford, Worcester College: Classics 2:1

  • Bennett Memorial Diocesan School: A-Levels – Latin A, Philosophy and Religion A, History A

Biography & Interests

I am approaching my third year at Worcester College, Oxford, studying Classics (Latin & Ancient Greek). Having come from a state comprehensive where support was lacking, I know first-hand how individual mentoring sessions alongside a child’s determination and investment in their own education can propel them to high achievement. It was with this mentality that I went to teach in a state primary school in 2018. I was a Special Educational Needs teacher for a child aged 8, assisted in the Year 3 class, and part-led the breakfast, lunch and after school clubs. This role further inspired me to pursue mentoring as I saw the immense impact that encouragement and faith in an individual can have upon one child’s educational progress.

As a twin and one of five children, I understand big families! With all four of my siblings struggling with dyslexia, I also feel I have a personal insight into the frustration that comes with learning difficulties. Mealtimes were always loud in our household but were important as they gave a time for everyone to debate their ideas and opinions. For me, this has transferred into a love of cooking; I love finding new recipes and adapting them!

Besides this I am passionate about sports and the arts. I participate in the netball and rounders teams for my college and in the University team for Eton Fives, which I took up at university and have since achieved a Half Blue. I also taught myself to ski on a ski season in 2016 and am currently pursuing an Ocean Diver qualification. I play the violin and enjoy singing and drama too, having done various ABRSM and LAMDA qualifications in the past.

Experience & Approach

Mentoring for me is founded in my experience at secondary school, where there was a lack of resources, time or interest to teach me Ancient Greek and so I decided to embark on it alone. Soon enough my parents realised I needed some guidance to reach my goal of GCSE by my A Level year, and so the tutor who was teaching my brother Classical Civilisation, started teaching me Greek too. This relationship, however, developed into much more than just lessons; he was the first teacher to take the time to talk to me with a respect of equals and to understand how I worked. It is down to his unwavering belief in me that I learnt to trust myself to push the boundaries set by my school’s ineffective target grades, achieve Ancient Greek GCSE independently, and get into Oxford to read Classics.

This experience, alongside my Special Education Needs teaching in 2018, has led me to believe that good mentoring is grounded in a respect of equals, endless patience and untiring faith and encouragement of mentees. A great mentor is able to guide the child to realise their strengths and to help them to trust in themselves, so that they are able to recognise areas of difficulty that may feel new or uncertain, and move beyond these boundaries to success. They are able to bring enjoyment and enthusiasm to every subject and to inspire the child to want to learn more and invest further in their own education, realising their limits to learning are boundless.