Andra

Andra , Teacher of History and Second in Charge of Humanities department in a secondary school

Availability: I am available most evenings, after end of school day.

Willing to travel: 1 miles

Experience: As a passionate History teacher with experience teaching mixed-ability pupils across KS3-KS5 both face-to-face and online, I am committed to providing a high-quality education that fosters creativity, critical thinking, and a lifelong love of learning.
Over the past four years, I have worked diligently to develop my subject knowledge and create an inclusive and engaging learning environment that encourages pupils to explore the complexities of History and make connections to the world around them.
With an MA in Classical Civilisation, I am naturally inquisitive and enthusiastic about my subject and consider it essential for everyone to have a good understanding of their past and achieve high outcomes however, I think history transcends examinations alone; it is a social passport that opens doors for young people as it teaches them to think critically, analyse the evidence in front of them, form a coherent argument and develop judgement. These are skills that are transferrable to almost, if not all areas of life. Plus developing a joy for the past and trying to unravel its mysteries is one of life’s greatest pleasures.
As an educator, I have developed effective pedagogy to ensure students gain a broad understanding of the past. This includes fostering a "mental map" of historical events, securing knowledge of chronology and utilising historical terminology. To achieve this, I plan historical enquiries for all topics in KS3 and KS4, with each inquiry culminating in a meaningful output that allows students to demonstrate their learning and make connections between historical and current events. The final tasks vary to maintain engagement and accommodate diverse learning styles.
For KS4 students studying GCSE content, I employ strategies to enhance their engagement. This includes starting inquiries or lessons with attention-grabbing hooks, explicitly modelling well-written answers to improve writing skills, and using living graphs to illustrate the concept of change. Overall, I aim to create a rigorous and immersive learning environment where students develop a comprehensive understanding of history while actively participating in enjoyable yet challenging activities. For KS4, I have implemented GCSE coursework and exam practice resources for my department including handouts, structured answers for each type of question in all four topics taught, a revision calendar, and visual timelines (particularly useful for dyslexic students). This has contributed to a successful rise in attainment and achievement at KS4. Most notably, the percentage of students who achieved 9-4 in History rose from 60.92% in 2023 to 71.29 in 2024. Similarly, 9-5 rose from 41.38 in 2023 to 58.33 in 2024. The number of students who gained 9-7 rose by over 3% from 2023 to 2024, going up to 20.37%.

DBS Check: Yes