I’ve been teaching A-Level History for nine years, with most of my students coming to me for help with essays and source questions. I’m particularly interested in Tudor England and twentieth-century Europe. Lessons usually involve a lot of discussion before we put ideas into writing. I also mark timed essays regularly, so students get used to making a clear argument rather than simply retelling events.

Hi, I’m a History graduate who has tutored A-Level students for the past four years. I really enjoy the essay side of the subject, especially helping students turn a page of notes into an actual argument. We’ll often plan one question together, look at where the evidence fits, then try another independently. I’m a bit of a Cold War enthusiast, so that tends to be one of my favourite areas to teach.

Before tutoring, I worked in historical research and archives, which probably explains why I enjoy source questions so much. I now teach A-Level History online and mainly support students with document analysis, coursework and exam preparation. I’m quite methodical with essays: we look closely at the wording of the question, decide what needs proving and then choose evidence that actually serves the argument.

I started tutoring A-Level History while completing postgraduate study and have continued ever since. My main interests are modern European history, dictatorship and political change. I’m happy working with students who know the content but struggle to get it onto paper. A typical session might involve pulling apart a past-paper question, planning paragraphs and improving one section of an essay rather than rewriting everything.

History clicked for me once I stopped trying to memorise every page of the textbook. That is something I try to pass on to my A-Level students. I’ve tutored for five years and spend a lot of lesson time on chronology, connections between events and choosing evidence carefully. Russian history is a particular favourite of mine. I also give detailed essay feedback, including where an argument becomes descriptive or loses focus.

I’ve taught A-Level History for over a decade and still enjoy the moment when a student starts challenging an interpretation rather than simply accepting it. My academic background is in modern history, with a particular interest in Spain and Europe during the nineteenth and twentieth centuries. I tend to teach through questions and discussion, followed by focused writing practice using real exam prompts and source material.