Finlay

A Level History – Mastering Essay Structure for Source Evaluations

This student was struggling with volatile essay marks (ranging from C to A*), with a particular weakness in primary source analysis questions (consistent Cs). We focused tightly on utilising frameworks and deploying formulaic approaches to both breaking down questions and building up their responses. By applying the NOPC (Nature, Origin, Purpose, Context) source framework, the student achieved consistent As and A*s in their source essays at school. By targeting source analysis as the key development area and enhancing structure across the board, the student achieved an overall final Grade A*.

A Level History – Supporting Effective Revision

Supported a student with ADHD who struggled to stay focused when revising and felt overwhelmed by the many steps required for A-level preparation, from extensive content memorisation to past paper practice. Recognising the need to avoid ‘standard’ single focus revision sessions, I implemented a 30/20/10 session focus split (30 mins high-intensity essay planning, 20 mins rapid flashcard recall, 10 mins weekly roadblock resolution). This structured approach reduced exam anxiety, increased session focus, and helped increase exam performance from a B in their mocks to a final Grade A.

A Level English Literature – Unlocking Advanced Analyses

When working with a Year 13 student who struggled to move beyond plot summary and language analysis (AO2), we focused on embedding historical context into his arguments (AO3), comparing texts (AO4), and deploying critical schools of thought to enhance his analyses (AO5). His parents were concerned about the volume of work necessary to transform his essay performance however, by creating reference sheets containing clear guidance on relevant context, schools of thought, e.g. Feminist theory, Psychoanalytic theory etc and critical comparisons to other works for each book the student studied that contained, we made quick progress and raised his performance from a Grade C to a final Grade A.

Oxford History Admissions – Delivering Personal Statement Support and Interview Prep

I supported an applicant throughout the entire Oxford admissions process. The student was enthusiastic about history and had multiple life experiences that showed their engagement with the subject. However, prior to our session they’d had limited exposure to formal academic publications. Knowing that we’d need to prepare not only for writing a strong personal statement which wove academic readings alongside these life experiences, but for a rigorous interview process, we went straight into ‘Oxford tutorial mode.’ For every personal statement related reading the student would do, we’d find historians with supporting and alternative views, relevant source extracts, and even ‘curve ball’ pieces to challenge the student in novel ways. Our sessions together championed the development of a ‘think-out-loud’ approach to historical argumentation, and the student produced not only an excellent personal statement but also real interview confidence. They successfully secured an Oxford offer.

UCAS Personal Statement – Working at Pace

With only weeks until the personal statement submission deadline, I worked at pace with a student to redesign their existing weaker statement and build a new one from the ground up. We conducted a super-curricular audit, identified critical readings which could be completed at short notice to fill gaps and then worked paragraph by paragraph to construct a compelling academic narrative. After only four sessions, we’d created a compelling and impressive personal statement that secured the student offers from all their target universities.

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