Freddie

Academic History

About Me

I like my sessions to mirror a classroom environment, allowing time for teacher modelling, student trial and constructive feedback and next steps. I am always interested in learning what a student knows at the start of a session and gauging how their understanding has developed during the lesson. I want to instil confidence in my pupils so that they can tackle the question(s) that face them independently and – as such – I am always aiming to give them the tools too succeed on their own.

I specialise in English and Theology, I also teach Latin and Ancient Greek as well as provide entrance exam preparation and Oxford university application support.

Recent tuition

Schools I have prepared students for include Eton College, Harrow, St Paul’s, Harrodian, Westminster and many more.

11+ Interview Skills, Eton

Working with a student on developing his interview skills during a three month period. To begin with, he found it hard to conduct himself in an interview scenario, often giving abrupt and dispassionate answers. We spent time working on approaching questions as a platform for sharing interests and knowledge, with the result that he was offered a place at Eton.

13+ Scholarship: English, History and Philosophy

I worked with a student for seven months in preparation for scholarship entrance to Harrow School. Though bright and curious, his essays initially lacked ‘punch’. We practised unpicking and analysing questions to maximise the efficacy of his arguments, with him winning the English prize for his essay writing in his entrance examinations.

13+ English, Latin and Greek

I worked with this student in the lead up to his Common Entrance exams, focussing on English, Latin and Greek. In his Classics studies, he needed a methodology for translations and tips for learning vocabulary. In writing, he had brilliant ideas, but – initially – found it hard to structure these. We worked on both elements for the best part of two years, with him coming top of CE entrants to Harrow.

13+ Theology, Philosophy and Religion

This student was consistently performing below par in TPR assessments, scoring 35% in his Lent internal school examination. Since then, I have been working with him to increase his enjoyment of the subject and improve both his knowledge base and essay technique. Through regular ‘knowledge harvests’, essay planning and using a variety of media to engage him, his scores have improved dramatically. He achieved a score of 64% by the end of the summer term and – in his most recent assessment this year – achieved his best result yet: 73%.

13+ Latin

Working with a student on finding an interest and enjoyment for Latin. To begin with, he was reluctant to study Latin and was wary of extra sessions. A large part of the brief was to uncover ways of making the subject fun and interesting for a pupil who was close to giving it up. Through gameplay and building confidence with a clear methodology, he turned his relationship with Latin around, taking CE Level 3.

GCSE Latin

I worked with a student in preparation for the GCSE Latin exam, mainly focussing on Latin Language. Practising grammar, syntax and translation with an analytical methodology, he achieved a grade 9 in his GCSE paper.

GCSE English Language

Student M – who was tracking a grade 7 at GCSE in Year 10 – achieved a grade 9 in the summer of 2024 following a year of one-to-one weekly tuition. We worked on identifying aspects of language and structure before exploring impact and effect. Recognising the interrelationship of language and structure helped this student immeasurably with their analysis. When it came to creative writing, reading short stories from the likes of Archer and Bradbury allowed M to develop his own narrative style, incorporating his own structural and linguistic features. I was delighted to see him achieving the top grade at GCSE. 

GCSE English Literature

I loved working with E on the English Literature component of his GCSE. We re-read his set text – Othello – and identified crucial themes and motifs. We then used my memory technique ‘SNaPS’ to learn a host of quotations that could be deployed in the exam. E was one of only a handful of students who tackled a question on Brabantio’s role in the tragedy. He scored extremely well, developing a personal and convincing response which secured a grade 9. 

GCSE Religious Studies (AQA)

This student was predicted a grade 7 in his Religious Studies paper at the start of the summer term. Now, a month or so away from his AQA GCSE Religious Studies, he is predicted a grade 9. He has improved on his 12 mark answers in particular, using a technique I have taught him that helps him to recall quotations from the Bible and Qu’ran and then deploy it effectively to secure maximum marks.

A Level Religious Studies (OCR)

This student was home-schooled on a temporary basis for two months. He required help with Religious Studies (OCR) and – in particular – essay writing. To begin with, his essays were too descriptive and weren’t targeted enough towards the question. We worked on an extended essay about disembodied existence, considering views from Swinburne and Davies. He needed to present two different arguments (one for, one against) and come to a conclusion based on weighing up the evidence. Through both content-based sessions and work on essay technique, he was able to improve on his essay considerably during the time I spent with him.

A Level Religious Studies and Philosophy

I taught this student a Philosophy and Theology module over the Spring and Summer terms. He was inquisitive, thoughtful and had a natural propensity for Philosophy. He thought through issues carefully and was always willing to consider multiple perspectives before reaching his own conclusion. He was engaging and considered in debate and I greatly enjoyed discussing topics ranging from logic and reasoning to utilitarianism with him. He was able to express himself well on paper, too, and – throughout the module – he completed a number of assignments to a high level, including a presentation on the ethics of ‘To Kill a Mockingbird’ and an essay on the life and philosophy of Cicero.

Residential

Across 2017 and 2018, I travelled across South America and then South East Asia with a wonderful family from California. I taught English and Maths to their girls: H, E & C.  Each morning, we completed national curriculum numeracy and literacy tasks before exploring a range of humanities, science and art lessons in the afternoons. Fittingly, we studied subjects through the lens of whichever country we were in. Tectonic plates in Bali, Spanish lessons in Cartagena, a unit on Hinduism in Delhi and Haikus in Tokyo. Each and every Friday, we downed academic tools for ‘Field Trip Friday’ where – as a family unit – we would hike, sit at the potter’s wheel or catch the latest show in Saigon. 

Hobbies and Interests

Away from the classroom and tutorial sessions, I am a keen sportsman with a passion for cricket and golf. On the golf course – in particular – I enjoy the challenge of competing both against fellow players, the course and myself! I love spending time practising and (hopefully!) improving, as well as spending time playing with friends and family. I also love to read up on the origins of words and phrases, often influenced by the Ancient Greeks. I have authored and self-published a collection of Greek myths – Tales from Troy – aimed at re-telling these stories in fun and accessible verse.

Testimonials

“You have been so helpful and instrumental in A–’s success. He has really enjoyed his time with you. Thank you so much. No doubt we will be in touch again for some consolidation lessons before he starts the new term.”

Parent, 13+ English, History and Philosophy