My name is Fionn, as a History graduate and International Development Master's holder, I bring university-level analytical, essay-writing, and source-evaluation skills directly to GCSE and A-Level students. I specialise in helping students move past simple memorisation and master the complex exam techniques needed for top marks in the humanities and social sciences.

While I am a new tutor to the platform, I bring an exceptional academic background in the humanities and social sciences, holding an undergraduate degree in History and a Master’s degree in International Development. Throughout my university career, I have regularly coached peers, led academic group discussions, and proofread essays. My postgraduate training means I have a deep, up-to-date understanding of what top-tier academic writing requires. Rather than focusing on rote memorisation, my approach focuses on teaching A-Level students the vital skills they need for high marks: structuring sophisticated arguments, critical source analysis, and mastering exam board specifications. I am highly enthusiastic, patient, and dedicated to breaking down complex geopolitical, historical, and sociological concepts into clear, manageable steps for my students.

My approach to tutoring is student-centred, structured, and heavily focused on building both subject confidence and exam technique. For A-Level Humanities, success relies on moving past simple memorisation and mastering how to build a high-scoring argument. My lessons generally follow a three-step framework: • Targeted Diagnostics: We start by identifying specific knowledge gaps or areas where the student loses marks, using their exam board specification as a roadmap. • Interactive Concept Breakdown: I break down complex historical events, geopolitical case studies, or sociological theories into clear, digestible concepts, using real-world examples from my postgraduate background. • Exam-Capped Practice: We actively practice essay planning, thesis writing, and source analysis. I demystify the mark schemes so students know exactly what examiners are looking for in 20+ mark answers. I maintain a patient, encouraging, and collaborative environment where students feel comfortable asking questions, making mistakes, and pushing their academic boundaries.