I graduated from Durham University with a 2:1 BA in Liberal Arts, majoring in History, and went on to complete a Master’s in Acting at the Drama Centre London. I now work professionally as an actor, writer, and producer across TV, theatre, and film. Academically, I achieved three A* grades at A-Level in History, History of Art, and English Literature, as well as an A* in my Extended Project Qualification, where I explored the connection between Arthur Miller’s The Crucible and McCarthyism in 1950s America. My specialist subjects are English Literature, Drama, History, and History of Art as well as UCAS and personal statement support.
I am a returning tutor to Telios Tutors, having previously taught with the company before moving into full-time work. Since then, I have set up two production companies and am currently developing a TV series with Saffron Cherry Productions. Alongside my professional career, I have gained valuable teaching experience through my work with Telios Tutors, volunteering as a teaching assistant at a primary school in Cranbrook, and providing informal support to fellow students at university, particularly in History of Art.
I am a fast learner with a genuine enthusiasm for sharing knowledge and helping students achieve their potential. I specialise in History, English Literature, Drama, and History of Art at all levels, and I also have experience supporting students with UCAS applications – from crafting personal statements to mentoring those preparing for university.
When it comes to exams and university applications, students often feel overwhelmed by the sheer volume of information they need to learn and the pressure to perform under time constraints. I have worked with many young people at GCSE and A-Level who know their subject inside out yet still fall short of the grades they are capable of achieving. In almost every case, the issue is not a lack of intelligence or effort but a gap in exam technique and confidence. Over the years, I have seen that academic success depends less on memorising content and more on the ability to communicate ideas clearly, structure responses effectively, and approach challenges with calm self-assurance. My own academic background and professional work in theatre, film, and television have given me a unique perspective on how to help students achieve their potential, and I have developed a set of approaches that consistently yield results.
The first and perhaps most underestimated skill is exam technique. Students can spend hours revising only to find that they run out of time or misinterpret the demands of a question. Knowing how to approach the paper is just as important as knowing the material itself. A common mistake is devoting too much time to short, low-mark questions and then having to rush longer essay answers, where the bulk of the marks lie. Training students to allocate their time according to mark weighting can make a dramatic difference. Equally vital is the ability to recognise and respond to command words such as “analyse,” “evaluate,” or “compare.” Examiners are looking for responses that are tailored to these instructions, yet many students give generic answers that do not fully meet the criteria. I often encourage my tutees to underline or highlight these words in the question and use them as the backbone of their response. Finally, practice under timed conditions is invaluable. Short, regular bursts of timed essay writing not only improve speed and efficiency but also build the stamina needed for the real exam. Again and again, I have seen students with modest subject knowledge outperform their peers simply because they knew how to approach the paper strategically.
Alongside technique, I believe that the way students learn and retain knowledge is just as important as the content itself. This is where my background in drama and storytelling becomes useful. History and English Literature are often treated as subjects where students must memorise endless lists of dates, quotations, and themes, but this approach can feel dry and overwhelming. Instead, framing material as a story makes it both more memorable and more engaging. For example, the complex causes of World War I can be understood not just as disconnected treaties and political moves but as a dramatic build-up of tension between nations. Similarly, when approaching literature, it is often easier to begin with the motivations of characters before expanding into themes and wider interpretations. If a student understands why Lady Macbeth persuades her husband to commit murder, they can then build that into a broader analysis of ambition, gender roles, and power. I frequently encourage students to read texts aloud or to take on the perspective of historical figures, treating their revision as a kind of performance. This active engagement helps to embed knowledge more deeply and turns what could feel like rote learning into something dynamic and memorable.
Confidence is another crucial part of success, and this is where drama-based techniques can transform how a student approaches their studies. Exams are high-pressure situations, and even the best-prepared student can falter if they are overcome by nerves. Simple techniques such as breathing exercises can calm anxiety and improve focus, while mock “performances” of essay plans or oral presentations help students organise their thoughts before committing them to paper. I often ask my students to explain their plan to me aloud, almost as if pitching an idea, before they begin writing. This not only clarifies their structure but also builds fluency of thought and the ability to communicate under pressure. For those preparing for university interviews or oral assessments, performance techniques such as eye contact, posture, and vocal projection can make a striking difference. Parents frequently tell me that these skills extend far beyond the classroom, helping their children in public speaking, presentations, and day-to-day communication.
Finally, no discussion of academic success would be complete without mentioning university applications, which often feel like an entirely separate challenge for students and their families. The UCAS personal statement can be intimidating: in just 4,000 characters, students must present themselves as both academically capable and personally distinctive. The strongest statements do not simply declare an interest in a subject but demonstrate it through concrete examples – whether that is wider reading, relevant projects, or extracurricular activities. When I work with students on their applications, I begin by encouraging them to reflect on their academic journey and list key moments of growth, challenge, or achievement. From there, we shape these into a narrative that balances passion with evidence. Editing is crucial, as the best personal statements are clear, concise, and free of unnecessary filler. Much like an essay, they need to tell a story, one that highlights a student’s curiosity and individuality while reassuring admissions tutors of their academic potential.
What unites all of these approaches is that success comes from strategy, communication, and the confidence to present one’s ideas effectively. I have been fortunate to witness students who once doubted their abilities achieve grades they had thought out of reach and secure places at universities they were convinced were beyond them. My goal as a tutor is not only to help students improve their results in the short term but to equip them with skills that will serve them well beyond the classroom. Exams and applications may be temporary hurdles, but the ability to think clearly, write persuasively, and present oneself with confidence are tools that will remain valuable for a lifetime.
