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/ Jennifer W.
Experienced History teacher and exam marker. Can tutor for general history, GCSE and ALevel.
Online European History Teachers
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l have supported students to achieve their educational goals from year six pupils to undergraduates of all ages. I have specialised in land based studies and more recently coaching a range of traditional sports.
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Tutor Profile
I am a professional violinist, violist and conductor, studying for a PhD in Music at the University of Cambridge. As a Supervisor in the Faculty of Music, I teach undergraduate music students at Cambridge. I also teach conducting, violin, viola, and chamber music at the Saffron Walden Centre for Young Musicians in Essex. With over nine years of tutoring experience, I also offer private tuition in violin, viola, orchestral conducting, music, music theory, philosophy, history, essay and dissertation skills, english literature, classical civilisation and violin performance.
From the age of 17, I have taught violin and viola to a variety of students, ranging from children and adults beginning their studies, to more advanced performers looking to improve their technical facility and performance skills.
Alongside my MPhil studies at Cambridge, in which I specialised in the cultural history and musical aesthetics of Germany and France in the Long Nineteenth Century, I began working as a freelance academic tutor, and taught Music, History, Philosophy, English Literature, Dissertation Skills, and Classics to A-Level Students. I have since developed two years’ experience, in which I have taught over 900+ hours of educational content with a diversity of tutoring organisations and online education platforms. I also have experience teaching in a classroom setting. I worked as an Assistant Music Teacher at a Sixth Form College, which involved teaching Music A-Level students. I have also worked with academic summer schools in Oxford to prepare Oxbridge hopefuls for their entrance examinations.
My academic expertise is strongest in the fields of the history of philosophy, the philosophy of music, and nineteenth-century music history. I am comfortable teaching both Violin and Viola, as well as Music, History, Philosophy and Writing Skills to final-year undergraduates. I also teach Classics and English Literature to a first-year undergraduate level, and I have intermediate reading skills in French.
Additional Professional Credentials – Violinist and Recording Musician
– I have an extensive portfolio of performing credits on documentary films. Recent highlights include the BAFTA-nominated score for the BBC docuseries on Ghislaine Maxwell and Jeffrey Epstein 'House of Maxwell' (BBC2, 2022), and 'Sir Alex Ferguson: Never Give In' (Netflix) (Passion Pictures / Universal Pictures) (2021).
Approach to Teaching
– I favour a structured approach to teaching. I devise lesson plans in advance of every lesson, catered to the student's specific needs. I also inform the design of my classes through a constructive dialogue with my students. This enables me to structure my lessons within a curriculum that meets my students' specific educational needs, and serves to enable my students to achieve tangible improvements in their academic performance and musical ability.
Academic Tuition
– My academic lessons tend to be structured around specific sections of the syllabus, or particular topics that students require help with.
– I employ a seminar style format, in which I flesh out ideas with the aid of quotations, other audio-visual resources, and analytical commentary which my students can use to develop essays, essay plans, revision tools, and exam revision packs.
– I use Powerpoint to provide students with a variety of resources and visual stimuli.
– I structure my lesson plans with a view to providing short points of rest or temporary closure, in which students are able to ask questions about the content. I am also happy for students to interrupt the flow of the lesson if a burning question arises.
Musical Performance
– Violin lessons tend to be carefully planned to focus on specific technical aspects of performance. To train musicality, I often teach this through the use of Kreutzer and Fiorillo etudes, Dont studies, and also pieces of repertoire catered to the student's musical interests and technical requirements.
– I am open to considering student repertoire suggestions if they are particularly passionate about a certain piece.
Lesson Structure
– Academic lessons tend to be 45–60 minutes in length, but I can adapt my teaching schedule to provide students with additional support if needed.
– Typically violin lessons range in length from 30 minutes to an hour, but I am flexible: I am more than happy to devise a lesson structure that caters for a student's requirements.
Curriculum
Areas of Historical Expertise
1. Europe in The Long Nineteenth Century
– The Music, Politics and Culture of France and Germany in The Long Nineteenth Century (1776–1914)
2. Medieval and Early Modern History
– The Political, Economic and Military History of Anglo-Saxon England 827–1066
– The Norman Conquest and The Plantagenets 1066–1216
– Tudor History (1509–1603), The Stuarts (1603–1649), The English Civil War (1642–1649), The Commonwealth (1649–1659), and The Restoration of Charles II (1660–1685)
– The Crusades (1095–1204)
3. Ancient History and Classical History
A. Roman History
– Republican Rome from the First Punic War to Caesar's Crossing of the Rubicon 264 BC – 49 BC
– Caesar's Civil War, The Second Triumvirate, and The Second Roman Civil War 49 BC – 29 BC
B. Ancient Greece and Classical Philosophy
- The Homeric World
- The Persian Wars 499–449 BC
– The Peloponnesian War 431–404 BC
– Herodotus
- Thucydides
– Pre-Socratic Philosophy (Thales, Heraclitus, Parmenides, and so on)
– Plato
– Aristotle
– Ancient Greek Stoicism
– Epicureanism
– Scepticism
– Democritus and the Classical Metaphysics of Atomism
– Ethics, Metaphysics, Epistemology and Ontology in Ancient and Classical Greece
– Sophocles and Classical Tragedy
4. Methods of Historical Research
– Methods of Primary Source Analysis
– Secondary Source Analysis
– Techniques and Strategies of Exegesis
– Techniques of Cultural History
– Ethnography
– Sociological and Anthropological Methods
– Qualitative and Quantitative Research
– Score Studies and Techniques of Music Historiography
– Numismatics
– Military Strategy and War Studies
– Literary History
5. Philosophies of History and Historiography
– Positivism
– The New Historicism
– The New Materialism
– Marxist Historiography
– Actor Network Theory
– The History of Technology
– Critical Theory
– Philosophies of History
6. Literary Theory and Philosophy
– Psychoanalytic Exegesis
– Marxist and Post-Marxist Approaches
– Critical Theory
– The Frankfurt School
– Descartes, Kant, Hegel, Schopenhauer, and Nietzsche.
– Vitalism
– Romanticism
– Wittgenstein
– Robert Brandom, Dan Caplan, Ulf Loebel, Quine, and Normative Semantics
My name is Joseph www.*** I have a Bachelor of Arts in History from University College London. I am passionate about History and enjoy sharing this passion with others. I believe the study of History holds much relevance and significance for individuals today. As such, I consider History a vitally important subject to learn about. I will try to transmit this enthusiasm when I teach, as well as providing students with a firm basis how to approach and understand the study of History.
have been in my present post for seven years. During this time I have gained a wealth of experience across the school. I have been instrumental in developing the school’s sport and physical education over this period. I have created a curriculum which allows pupils to be excited and enriched, this includes a physical education programme, where pupils can be immersed with concepts and the use of modern technology to develop technical skills. They are encouraged to improve skills by fun, allowing them to have a stimulating experience. All lessons during the week are planned with many cross-curricular links across the school.
I am a Team Leading examiner for GCSE History and A Level Politics and hold an Associate membership from the Chartered Institute of Educational Assessors. I hold my Advance Skills teaching from Warwick University (BECTA) and my teaching certificate from the University of Lancaster. I have written research papers on education and history, published under BECTA (2005/6/7) that analysed the way that students learned. I am an experienced middle manager and have been a School Improvement Advisor for BECTA. I have taught for at The Harrodian school and currently teach History and Politics at The City of London School.
I have taught both AQA and Edexcel A-level Politics (examining for the former). I have a real passion for politics in the UK and the USA. I use current events from the week to highlight the course and allow my students to connect to what they are focusing on.
For History I have a passion for US history and have also taught French Revolution, Mao`s China and Germany. For GCSE I examine for AQA - paper 2 Elizabeth, though have taught both AQA, Edexcel and the Cambridge IGCSE. I can cover most areas.
Methods
I studied under leading, and in some cases the authoritative, scholars in their subject fields, ranging from early Republican Rome and the Soviet Union in the Cold War, to Human Rights and International Political Theory. An interdisciplinary academic by nature, my teaching methods are governed by the same rules I maintained as a student; to interchange between rationalised logic and an empathetic understanding of others. This is a core part of my pedagogy which, as I stated in my description, will allow students to take account of their own intellect.
By customising subject dialogue and posing investigative questions tailored to each individual, students will begin to tap into their inner precociousness and start a journey of higher understanding, no matter what age or ability. Putting it simply, no child is the same and I will adapt to the needs of every student to get the best out of our sessions.
If you wish to find out more, I am happy to send information and material that I have created which have been successful. Moreover, I am happy to arrange a one-to-one with any parent or student wishing to discuss and ask questions about my methods and learning strategies, free of charge, on Skype. This will also allow me time to speak to students, acclimatise to their skills and interests and lay out an effective scheme of learning going forward.
I have researched revolutionary teaching methodologies, been published in educational journals and have won prizes in the Department for Education at the University of Cambridge.
(Journal of Classics Teaching Vol 45 2022; Roman Society PGCE Award for best dissertation 2020-21).
I have limited availability as I have recently began a PhD in Ancient History at Durham University. Students will therefore be selected on the following merits:
- Motivation (Completing all assigned work provided by me before each lesson).
- Intellectual Curiosity (Demonstrating a desire to undertake wider reading around the respective topics).
- Growth Mindset (Commitment to working on past work/ feedback and illustrating a desire to improve).
Experience
I have completed training placements in an Independent International School and a State-Maintained Comprehensive:
St Margaret's, Bushey
- Delivered a multitude of singular and sequential lessons to a GCSE class on subjects like the Roman Army and Ancient Imperialism, using my specialism in these areas to raise Intercultural Communication Competence.
- Delivered A-Level Latin classes, guiding students through un-adapted Tacitean prose and asking abstract questioning to spark interesting intellectual and historiographical debate vital in Ancient History.
- Fulfilled a variety of professional responsibilities, including management of a form group, delivering History, www.*** and www.*** lessons, and participated in various EAL, Classics and History societies.
- Developed my syncronous teaching skills by tailoring training targets around Google Classroom.
- Feedback from mentor: ‘In a sequence of lessons on the Roman Army with Year 10, Pietro challenged the pupils to think beyond the material in front of them and draw wider conclusions about the historical importance of the army, which pupils plainly found inspiring and interesting’.
Marylebone Boys' School, Paddington:
- Delivered up to 13 hours per week spread over classical and non-classical subjects.
- Attended all subject department meetings, additional NQT training and actively participate in the ‘Diversity and Inclusion’ CPD strategy clinics (including circulating school-wide registration notices).
- Responsible for injecting creativity into the classroom and immersing students of all ages in the classical world. www.***
- Given sole responsibility of delivering continuous lessons to a Year 7 Latin class including full autonomy in lesson planning, setting and marking homework and collating metric data on student progress for the department.
- Delivered KS3 lessons for the History department (Roman Empire, Anglo-Saxons and Islamic Golden Age) and have been allocated GCSE and A Level lessons commencing in the Spring term.
- Responsible for the department’s extra-curricular duties, leading weekly KS3 Enrichment Lessons for those enrolled in ‘Ancient Civilisation & Archaeology’ for the Spring and Summer terms. These lessons combine technology (battle simulation and archaeological reconstruction) with my own specialist subject knowledge.
- Delivering Latin to GCSE level and Classical Civilisation (Homeric Epic and Greek Art) to a Year 12 A Level class.
- Assisting in creating resources, SOWs and department-wide curricula for an expanding Classics department.
- Feedback from mentor: ‘Pietro has a natural ability to confidently and positively relate to the students. In the classroom, this translates to him having a commanding manner which, in turn, can pique students’ interests in the subject’.
Voluntary Work
During my time teaching at the John Henry Newman Catholic School, Stevenage, I assisted History and Government & Politics A-Level classes whilst providing one-to-one mentoring to students with learning disabilities. Following a successful period, I was asked to stay on and prepare the year 13 students for their final exams whilst planning and delivering lessons for Year 12 students and the lower years.
Moreover, I was influential in mentoring Year 12 students in the university application process. I provided help and advice in degree selection, personal statements and supervised extra-curricular activities that made candidates stand out (see images). Many of the students I worked closely with are attending Oxbridge or higher ranked Russell Group universities in the autumn.
In the summer term I was given the responsibility of holding my own undergraduate-style course for the lower-sixth on the topic of the 1930s Holodomor. Following extensive library research and correspondence with previous professors, I began weekly lectures and seminars. The aim was so that these students could write a final 2000-word essay, to be submitted for the annual history competition held by the Association of Ukrainians in Great Britain. I formulated and created a course booklet similar to those found at undergraduate level and guided three students who eventually submitted their essays to a top 10 place, 4th place and 1st place position (£1000 cash prize).
Past Students
Here are some reviews from current Year 13 students that were eager to write recommendations detailing my time at the John Henry Newman Catholic School:
"Pietro worked enthusiastically and diligently with myself and others during History essay competitions and classroom curriculum learning. His encouraging and constructive feedback was extremely prompt, clear, detailed and well communicated. Advice was always offered in a uniquely passionate and patient way which made the learning all the more engaging. He was consistently approachable and conscientious, making a wonderful and highly recommendable tutor for a group or an individual". - Rachel W
"Pietro was extremely helpful in a classroom environment, providing a deeper insight and contrasting views on the chosen subject matter; encouraging us to explore the multiple angles an essay question can be tackled from. He went above and beyond, providing us with extra material such as journals, books and sources to enrich and strengthen our arguments. In regards to working with smaller study groups, Pietro demonstrated clear and in-depth knowledge and was always there to answer our questions and queries. I found learning about the Holodomor Famine fascinating as it was a subject not touched upon in my A Level History course, so it was interesting to see how it had linked to my previous knowledge. From Pietro, I have learned many skills that I will be able to transfer to any subject, from working to a deadline to finding my own material to share in seminar situations". - Izzy H
"Pietro created a fantastic working environment. In class, he was engaging and clearly passionate about the subject. He delivered each lesson in a way that was easily understandable but still got across the complexity of the issues presented. Outside of the class, he was friendly and approachable and created accessible resources to aid in teaching the classwork". - Brad B
"Pietro C. is a knowledgeable and approachable tutor who is always willing to take the time to explain things in as much depth as needed. Under his tuition, I learned the material, and was able to apply it to other situations, in a fun and relaxed environment. Pietro’s teaching, in the end, played a large role in my work being shortlisted in an essay writing competition on a subject I had previously no knowledge on". - Alex P
I have over 20 years teaching experience from E1-L2 of the National Curriculum plus specialist experience in GCSE for the last ten.
Also, I have taught secondary school pupils: English, RE, Geography and History.
I am a full-time educator with over six years of experience. I am an English Literature graduate (BA) of the University of Aberystwyth where I especially enjoyed papers in Anglo-Saxon, Medieval, female empowerment and Viking Sagas. Following on from University I gained my PGCE with the University of Chester via the School Direct programme, beating 200 other applicants for one of the 20 places available. I was exposed to the latest in education theory and pedagogical techniques during the revamp of the National Curriculum. I then completed the prestigious MRes with Swansea University in the highly acclaimed Medieval Literature department.
As Head of History in my role, over the years I have worked relentlessly and have created the perfect programme for scoring top marks in GCSE and A-Level History! My programme taps into neurological stimuli to help revise and apply a practical understanding of content and essay writing. Additionally, I have also put together a revision programme to help ensure revision actually pays off and gets you the highest marks! Suitable for all exam boards and all learning requirements.
Tutoring Experience
I have significant experience with LAC and PLAC children, those with learning difficulties and mental health issues. This has enabled me to tailor teaching and learning to suit the individual and quickly spot the root cause of their issue. I am a member of The Tutoring Association which strives to make tutoring a monitored and professional industry. This means I continually embark on CPD in terms of teaching methodology as well as marking courses with a variety of exam boards and constantly reflect on my own teaching to improve.
Tutoring Approach
Learning should be enjoyable! I strive to make lessons interesting. This means they are automatically beneficial. If a student enjoys lessons, they are more likely to engage fully while also changing their outlook on education as a whole. It is my belief that the most important quality a tutor must possess is an appreciation of the individual requirements, needs and aptitudes of each of their pupils.
I will work closely with you and your child to provide the support that suits them individually.
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