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Degree: History and Ancient History (Bachelors) - Exeter University
I am a History and Ancient History student at the University of Exeter. I love my History degree but I am also passionate abouta English and Politics (the latter of which I achieved the highest mark in Europe for at edexcell A level). I hope to guide you to exam success in these subjects! I have experience working with all ages, from coaching senior sport at my old school to my two weeks as a teacher aid in a primary school.
My two-pronged approach:
(i) From experience, the best way to tackle exams is by sticking to the syllabus. In my sessions I will help you to understand what the importance of what the examiners are looking for: such as buzzwords, accurate and relevant examples, and essay structure. My school history teacher was also an examier, and would train us to 'jump through the hoops' while also engaging with the subject and enjoying it!
(ii) However, without knowledge of content and understanding of concept - no amount of careful planning and essay structure can help you! My passion for history, politics, and english will hopefully be invaluble in this regard. I will help to allay any misunderstandings and try to make clear any areas of complexity.
Everybody had a different way to revise. In my sessions I will try and approach particular problems from different angles.
History is often simply about understanding chronology and being able to assess periods of continuity and discontinuty, however it is also about fantastic and horrific people and the moments in time that changed everything. I will explore these things with you until you are confident enough to tell me about the overlaps between these things - for overlap is crucial when answering questions that deal largley in cause and effect. Politics is often conceptually difficult, with dauting terms such as the judicial system and mutlilateral dialouge. I will try to explore these concepts by making links to the examples you see everyday on TV. It is also important to appreciate both sides of an argument, and I will discuss with you talking points such as ideology, economy and geopolitics. English becomes easier and easier the more that you read. What I can't do is make you read with the same vivaciousness as I do, but what I can do is show you techniques to solve issues of grammar, sentence structure and spellings such as vivaciousness. Equally important are themes, ideas and authorial intent; and I can help you to uncover these in your set texts.
It is often about feeling confortable with your subject, and sometimes just talking through these things will bring to the front of your mind things which you thought you had forgetten!
If you have any questions - send me a Webmail or book another session through this website! I look forward to working with you :)
|Government and Politics||A Level||£20 /hr|
|History||A Level||£20 /hr|
|Government and Politics||GCSE||£18 /hr|
|English||13 Plus||£18 /hr|
|Government and Politics||A-Level||A*|
|Before 12pm||12pm - 5pm||After 5pm|
Please get in touch for more detailed availability
Shivan (Student) May 15 2016
Mike (Parent) January 15 2017
Farisha (Parent) January 3 2017
Mike (Parent) December 20 2016
Without a pointed question, being told to just anaylise a source can be daunting.
It's important to start at the most simplistic level. What are you looking at? (newspaper cutting)(propaganda peice)(photograph)
In other words identify your source. What is it? When is it from? Who produced it? How would it have been distributed? These questions are often missed but provide an essential foundation from which to work.
Once these have been assessed, wonder why for each of these points! Why was it produced? The follow up might be who was it intended for, and who would have viewed it? Would anyone have seen this? If not - is that even a valid question to answer in your answer! For example,if the source is a private letter this wouldnt be a question worth persuing. Its important to get at the significance of the source - leaving out what is insignifcant.
Once the broader aspects of the source have been covered, you should then get into the nitty-gritty of the source (that part that most people jump to right away). What does it say? What does it represent historically? What can we infer from that particualar quote - eg.) Russian troop order talks of lack of ammunition, so is the war going badly? what date is the source from? Much like a detective you should take your evidence and apply it to the broader context and wider knowledge of the course.
Lastly, we could ask how this source should be treated from the perspective of a historian (is it reliable? is there a potential for bias?)see more
History is a content heavy course, with so many dates and names and places to remember. It is useful to have a method which works for you! Once you have all your notes prepared, here are some ways to memorise them:
1.) talk it over: for many, just repeating it over and over will engrain the many facts into your brain. Walking up and down your room while you do it can often help.
2.) Write it over and over again: this often works for me, and it invovles the boring but effective process of copying down the facts from memory over and over again until you no longer need to peak at your notes
3.) For the more adventurous, it might be an idea to try and asssociate your dates and facts with images. Whether that means drawing little symbols next to every date, or elaborate spider diagrams which you can try and visually memorise
4.) Tests. Although unorthodox, getting family members and friends to test you is still a valid process of revision!
It's important to try many methods and find the one that works for you! Whichever one you go for, remember that you cannot memorise everything overnight. Far better to do an hour a day for a week then seven hours on the last day! Also, if your struggling on one date or period, dont hammer away at it. Move on to something else and come back later.see more
Firstly, it is essential to know the difference between the three. The common problem is differentiating form and strucutre. The best way to think about this is that structure is much more simple! It is simply the way the poem is technically aranged (stanzas, rhyme, style). With Form it is best to think about the hollistic, or overall, appearence of the poem to get at the way that the structure is used (tone, voice, tense). There is overlap here. Language is usually less difficult, beceause you just have to break down the words in the poem. What word choice has been used, what devices (alliteration, enjambment, oxy-morons).
It is often best in this scenario to conclude by trying to bring all three aspects together - what is the poet's overarching message?see more