Excel in Maths with Lecturer Khaled Ayad

Vast Expertise & Qualifications in Mathematics & Education

Year 5/6 SATs Maths

GCSE Maths

Master Year 5/6 SATs Maths with Expert Guidance

Our course dives deep into the Key Stage 2 curriculum, making each maths concept come alive. Khaled Ayad’s innovative teaching methods ensure that complex topics are broken down into engaging and understandable segments, aligning perfectly with the national curriculum guidelines.

We focus on building a strong foundation in fundamental maths concepts, complemented by enhancing problem-solving skills. This approach not only prepares students for SATs but also instils a deep understanding of mathematical principles.

Our targeted preparation strategy for SATs involves rigorous practice sessions, mock tests, and review of past papers, all designed to build confidence and ensure students are exam-ready.

Foundation for Future Academic Success

Early mastery of Key Stage 2 maths sets a solid foundation for future academic achievements. Our course equips students with the skills and knowledge to excel in higher education.

Boost in Mathematical Confidence and Skills

Our teaching methods are designed to boost both confidence and competence in maths, enabling students to approach mathematical challenges with assurance and skill.

Personalised Learning Approach

Every student is unique, and our course reflects this through a personalized learning approach, ensuring that each student's individual needs are met.

GCSE Maths (Foundation & Higher) - Tailored Learning

Covering every aspect of the GCSE curriculum, our course ensures that students are well-versed in all topics, from the basics to the more complex areas of study.

We delve into advanced problem-solving techniques that are crucial for GCSE success. These methods are not only useful for exams but also inculcate a lifelong skill in mathematical reasoning.

Khaled provides students with effective exam strategies tailored for both Foundation and Higher tiers, focusing on maximising marks and efficient time management.

Enhance Mathematical Understanding

In-Person, Interactive Learning.
Exam-Centric Approach.
Small Class Sizes.

Boost in Mathematical Confidence and Skills

State-of-the-Art Tech Integration.
Hands-On Projects and Coding.
Applied Learning Methodology.

Skills Development for Lifelong Learning

Early Start in Computer Science
Age-Appropriate Learning Material
Long-Term Academic Advantage

A 5-Star Educational Journey in Mathematics

Extensive Teaching Experience: From Primary to University Level

International Teaching Experience, including in China

Qualifications: BSc in Mathematics, MA in Education, PhD Candidate

Expertise in SEND and Varied Mathematical Projects

Approach Tailored to Individual Learning Styles and Needs

Tuition Price

Choose the plan that is most suitable for you.


£ 80 per Month
  • Saturday 10am-11am
  • Full Curriculum Covered
  • Interactive Classes
  • Extensive Practice
  • Mock Tests & Exam Prep

GCSE Maths

£ 80 per Month
  • Saturday 11am-12pm
  • Full GCSE Syllabus Coverage
  • Dynamic Weekly Classes
  • Tailored Learning Materials
  • Exam Strategy Sessions

Need to Get in Touch?

Contact Us using the Link Below.


Enrol now Using The Form below


Course Overview

Roblox has been the most popular gaming platform to children in the last 5 years, and things don’t seem to be changing. Many of these games are scripted in Lua, a very easy language to use compared to other programming languages. This brings us an opportunity to reimagine a lot of things about scripting games, and apply it in our course. Children will learn how to build machines using software, and make them do the tasks they ask them to do, all the while strengthening their logical thinking skills. If this isn’t enough, they will learn the fundamentals of object-oriented programming languages too, since Lua is one of them itself.

Course Breakdown

1 → 3

Initially, we must understand the importance of tracking key phrases when designing apps. – know how a visual coding IDE is typically laid out, what these IDEs produce [w/ some practical works], and master the correct usage for programming use. These are the kinds of questions which will become simplified: what is hierarchy? what counts as an object? what functions can we copy?

4 → 6

Knowledge at this stage is enough that we can get learn calculations in programming to interact with objects and choose the favoured appearance.
Through this, the learners will get to know the most fundamental things in reserved syntax. make a simple digital timer.

7 → 9

Next, we understand variation and functions. – the ‘do’ keyword – using it to manipulate a variable unlocks a lot of possibility. Simulating a windmill that produces flour with a simple button switch.

10 → 12

Lastly, we design. Usefulness is there in machine simulation, but it’s nothing without design. Simulating a hamster wheel with a speed up selection, and engaging learners in a competition to do this will add skill to their arsenal, at the very least in communicating with others in a proper manner, and with at least a level of confidence higher than before. We will finish by explaining the link between the 11 lessons prior and programming as an industry.


Course Overview

Robots have motherboards that we have a lot of control over, in fact, pure control. This course will give young people a handy and fun way to see hundreds of ways in which we can use these robots and the things they’re made from.
For years, we’ve closely monitored the British Curriculum on Computing, we’ve crafted a course to genuinely engage young people in the UK in using the biggest robotics ecosystem in the world, generally making them smarter and teaching them key skills. Hundreds of modules can be attached to robots. A ‘project’ can be designed after picking a couple of these modules that work together, even something simple like a temperature measuring roof, for example. Using just the Arduino Uno board and our resources, all of this is made easy, and the learners will leave the course able to craft many robotic systems.

Course Breakdown – A Digital Mind

This course will be heavily based on our solid robo-box. The robo-box features the Arduino board, wires, and all relevant components to the course. It also contains a guide (for home-learning) with extra on-demand help. The same box is used for in-centre learning too, which is a slightly different course but only in delivery (the course breakdown is similar). The box features compartments for the different components, and more compartments for the cables and the motherboard, all labelled. This will allow the box to be re-usable, forming a zero-waste product.

1 → 3

Introductory lessons will introduce the learner to champion powering on an electronic circuit with multiple methods, and connecting components to a power source. We will then get to know answers to many fundamental questions.
▪How can a battery be used to select the property of the circuit?
Which methods, and which sensors, can we use to switch on power, and control components?

4 → 6

Now, a focus on outputs is encouraged in robotics. We choose to have our output power boosted quite often in the course, and this cannot be done without increasing voltage. So as this section comes with potential hazards, we learn how to use resistance checks to control these hazards.

Now, there are methods to control power in the circuit automatically that affects our outputs. Our learners will discover these methods and they will get to know how to easily adjust their output to their needs.

7 → 9

Naturally, the next station is to use the knowledge gathered to produce a full working system. Our intended system will emulate a real car with many accessories!
Questions like the following will be answered:
▪ How can we add an automatic dipping beam like modern cars have when they drive through tunnels?
How can the car set preventative measures towards hitting a lamp-post without the driver having to be aware at all of their approach to it?

10 → 12

We end on a high point where the learners will finalise their car designs of their choice. More importantly, they will have robots with full autonomy that they will
hopefully treasure for years to come.
For the cars to be upgraded, we will repeatedly ask ourselves, is every motion autonomous and automatic?
▪ Does our robot copy human behaviour, for example like the i-Vac does?
▪ How does applying a programming language like Arduino allow us more flexibility?