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We are passionate about tuition

We love tutoring, but we understand that as a client it is really hard to find a good tutor - in fact we wrote an ebook about it. So we set up Humanities Tutor to help you find that perfect tutor because everyone deserves a positive tutoring experience.

We have written about this subject in far more detail elsewhere but to summarise, any tutor must be able to actually show that they are safe to use, that they are qualified, and have specific curriculum knowledge and finally that they are actually qualified to teach. Any tutor that cannot satisfy all these areas, should not be hired.

Safety
Make sure your tutor is not a criminal. Firstly all tutors must show a DBS certificate when asked (or national equivalent) - this is a government document that shows a person has no criminal record. A good tutor will also have evidence of safeguarding training they have undertaken and their own safeguarding policy.

Academic Qualification
Much of a tutor's value relates to their training; if you want to learn history your hire a historian because they are trained in historical content and skills like writing historical text, creating research questions and conducting literature reviews. Therefore, check your tutor has a relevant academic qualification, most usually a degree or degrees.

Curriculum Knowledge
Knowing about a subject, although important, is not the same as knowing about a curriculum. A curriculum tells a student what they must learn about a subject to pass an exam. A tutor must have an excellent understanding of the curriculum studied. But what evidence can you ask for that shows a tutor actually has experience in the required curriculum? A tutor should always train in your curriculum and should have CPD certificates, for example from the IBO, that can be shared. A good tutor will have experience teaching your curriculum in, for example, a school. A really good tutor will also examine your curriculum on behalf of the Examination Board.

Teaching Qualification
The old perception of teachers teaching the group and tutors teaching the person has long ceased to apply in education. Modern teachers train for the adaptive classroom in which every student is taught according to their need. A good teacher like a good tutor, must develop core skills including assessment, reporting, tutoring and ESL, SEN and LEx support through a teaching qualification such as an education degree, PGDE or PGCE.

All Humanities Tutors meet or exceed every expectation outlined above. We would love for you to join us for a free trial lesson of if you would like to learn more about us, see our full offer in detail below:

why choose humanities tutor

Safeguarding

All Humanities Tutors instructors have at least one DBS certificate. Additionally, every Humanities Tutor instructor has undergone certified safeguarding training from a recognised body. Our safeguarding policy applies to all our tutors. All our tutors meet the statutory safeguarding requirements.

Subject Qualification

All Humanities Tutors instructors have at least one degree in the subject that they teach, with most tutors holding multiple degrees. Non-British degrees are validated by a recognised accreditation authority to ensure they all meet the British academic degree standard, for your peace of mind.

Curriculum Experience

All Humanities Tutor instructors have years of experience teaching and examining major curriculums including KS/GCSE/AS/A-Level, IB MYP/DP, and NCSS. You can see the topics we specialise in by curriculum listed below; we also provide a range of additional unlisted services.

Qualified Teachers

All Humanities Tutors instructors have internationally recognised teaching qualifications, usually a PGDE or a PGCE and are state registered teachers in the country in which they practice. All our instructors have professional development in the curriculums that they teach.

Service Guarantee

You can access professional services starting from a few GBP. Your first 60-minute lesson is completely free with no obligation. Each subsequent lesson runs with a money back guarantee. You only pay if you are 100% satisfied, or you can request an immediate refund! We are affordable.

Bespoke Learning

We understand learning is specific to you. Our tutors are trained in inclusive education; we prepare extensively for each lesson to support your SEN or LEx need. We help you monitor progress by providing written feedback on your progress after each lesson, homework and grading all free of charge.

Humanities Tutor Curriculum

Curriculum is the term used to describe the course you need to study to pass an exam.

When you look in more detail at a curriculum you will see it describes both the knowledge and the skills you need to succeed in each examined area, for example exams that are sat and coursework. We have certain curriculum areas, both in relation to skills and content, in which we are experts. Please look at our curriculum areas to see if we cover your topic. You can click on each curriculum for more information. If your topic is not listed then it does not mean we cannot support it so please contact us to see if we can arrange a bespoke tutor.

We can help you develop the following skills:
    Objectives
  • A. Knowing and understanding
  • i use terminology in context
  • ii demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples.

  • B. Investigating
  • i. formulate a clear and focused research question and justify its relevance
  • ii. formulate and follow an action plan to investigate a research question
  • iii. use research methods to collect and record relevant information
  • iv. evaluate the process and results of the investigation

  • C. Communicating
  • i. communicate information and ideas using an appropriate style for the audience and purpose
  • ii. structure information and ideas in a way that is appropriate to the specified format
  • iii. document sources of information using a recognized convention.

  • D. Thinking critically
  • i. discuss concepts, issues, models, visual representation and theories
  • ii. synthesize information to make valid arguments
  • iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations
  • iv. interpret different perspectives and their implications.

  • Concepts
  • Change
  • For individuals and societies, the concept of change allows examination of the forces that shape the world: past, present and future. The causes and effects of change can be natural and artificial; intentional and unintentional; positive, negative or neutral. The subject group explores the role of individuals and societies in shaping change.

  • Global Interactions
  • For individuals and societies, global interactions focuses on the interdependence of the larger human community, including the many ways that people come into conflict with and cooperate with each other, and live together in a highly interconnected world to share finite resources.

  • Time, place, space
  • For individuals and societies, time is not simply the measurement of years or time periods but is a continuum of significant events of the past, present and future. Place and space are complex concepts, the definitions of which are fluid. Place is socially constructed and can be explored in terms of constraints and opportunities afforded by location. Places have value and meaning defined by humans. Space relates to where and why places and landscapes are located. This concept also includes the social, economic, and political processes that interact through or across space, resulting in patterns and networks arising, such as migration or trade flows. Challenges related to “place and space” can be understood on multiple scales (including local, regional, national and global)

  • Systems
  • For individuals and societies, systems thinking provides a powerful tool for understanding both natural and human environments, and the role of individuals within them. Social and natural systems rely on a state of equilibrium and are vulnerable to change from internal and external forces. Other key concepts can also be important in individuals and societies. For example, culture, development and communities are among the key concepts that often inform studies in the humanities and social sciences.

  • Global Contexts
  • - identities and relationships
  • - orientation in time and space
  • - personal and cultural expression
  • - scientific and technical innovation
  • - globalization and sustainability
  • - fairness and development.

  • ATLs
  • Thinking skills
  • Consider ideas from other perspectives and points of view in a debate.

  • Social skills
  • Seek out criticism and feedback from others, including teachers and peers, and make informed choices about including it in one’s work.

  • Communication skills
  • Use appropriate form of writing for an academic fieldwork report.

  • Self-management skills
  • Structure information appropriately in an oral presentation.

  • Research skills
  • Formulate provocative and relevant research questions for an investigation.

We can help you increase your content knowledge on:
  • - How can maps provide us with a sense of time, place and space
  • - Where do we live
  • - What do people believe in

We can help you develop the following skills:
  • ATL Skills
  • - Thinking skills skills
  • - Social skills
  • - Communication skills
  • - Self-management skills
  • - Research skills

  • Concept Skills
  • Change
  • Study of the extent to which people and events bring about change.

  • Continuity
  • Increasing awareness that some change is slow, and that throughout history there is also significant continuity.

  • Causation
  • Understanding historical thinkers recognize that many claims made about the past seek to more thoroughly explain and understand how a certain set of circumstances originated.

  • Consequence
  • Understanding how forces in the past have shaped future people and societies.

  • Significance
  • Understanding history is the record that has been preserved through evidence or traces of the past, and/or the aspects that someone has consciously decided to record and communicate.

  • Perspectives
  • Understand history is sometimes used or abused to retell and promote a grand narrative of history, a narrowly focused national mythology that ignores other perspectives, or to elevate a single perspective to a position of predominance.

  • IA Writing Skills
  • - Section 1: Identification and evaluation of sources
  • - Section 2: Investigation
  • - Section 3: Reflection
  • - Bibliography

We can help you increase your content knowledge on:
  • Prescribed subject 3: The move to global war including
  • - Japanese expansion in East Asia (1931–1941)
  • - German and Italian expansion (1933–1940)

  • World history topic 10: Authoritarian states (20th century)
  • - Emergence of authoritarian states - Hitler/Mao/Stalin
  • - Consolidation and maintenance of power - Hitler/Mao/Stalin
  • - Aims and results of policies - Hitler/Mao/Stalin

  • World history topic 12: The Cold War: Superpower tensions and rivalries (20th century)
  • - Rivalry, mistrust and accord
  • - Leaders and nations
  • - Cold War crises

  • HL option 3: History of Asia and Oceania
  • 14: The People’s Republic of China (1949–2005)
  • China under the rule of the Chinese Communist Party, and the great changes as the Communist Party under Chairman Mao Zedong (Mao Tse-tung) extended its rule and Mao’s vision of a socialist state. The focus of this section is on the impact of domestic political, social and economic policies. It also examines modernization of China’s economy since Mao’s death

  • HL option 4: History of Europe
  • 11: Italy (1815–1871) and Germany (1815–1890)
  • Germany and Italy from 1815; in the case of Italy, from the Congress of Vienna to 1871, and in the case of Germany, up to 1890. There is consideration of the impact of the congress system on both Italy and Germany, and of the causes, events and consequences of revolutions from 1815–1849. There is also a focus on the emergence and growth of nationalism in the German states and the Italian peninsula, as well as the social, economic and political factors involved in the unification process.

  • 12: Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924)
  • Tsarist Russia and the eventual collapse of the tsarist autocracy, as well as the revolutions of 1917, the Civil War and the rule of Lenin. There is a focus on the concepts of change and continuity, with examination and consideration of the social, economic and political factors that brought about change.

  • 14: European states in the inter-war years (1918–1939)
  • Domestic developments in certain key European states in the period between the two world wars. It requires the study of four European countries: Germany, Italy, Spain and any one other country. The section considers the impact of the end of the First World War, then examines the economic, social and cultural changes in each country during the 1920s and 1930s.

  • 16: The Soviet Union and post-Soviet Russia (1924–2000)
  • The consolidation of the Soviet state from 1924 and the methods applied to ensure its survival, growth and expansion inside and outside the borders of the Soviet Union. It explores the rise and nature of the rule of Stalin, Khrushchev, Brezhnev and their policies. East–West relations post-1945 in relation to Soviet aims and leadership should also be considered. Finally, the decline and collapse of the Soviet Union should be considered, as well as political and economic developments in post-Soviet Russia.

We can help you develop the following skills:
  • Know and understand the history of Britain.
  • Know and understand significant aspects of the history of the wider world.
  • Gain and deploy a historical understanding of abstract terms such as ‘empire’, ‘civilisation’ and understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and make connections, draw contrasts, analyse trends, frame historically-valid questions and create structured accounts.
  • Understand the methods of historical enquiry, including evluating evidence and understanding how interpretations of the past have been constructed

We can help you increase your content knowledge on:
  • Church, state and society in Medieval Britain 1066-1509 including
  • - the Norman Conquest
  • - the Black Death and its social and economic impact
  • - the Peasants’ Revolt

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