Josh

Having completed my PhD, I am currently tutoring full-time.

Raised in North London, I went to board at Christ's Hospital School aged eleven. From there I went to UCL where I completed my BA and MA in history. My BA specialised in the history of the Americas, with a focus on economic and intellectual history. My MA was more eclectic, taking courses in sociology and at the UCL School of Public Policy courses in political philosophy. Alongside this I continued my interest in the history of economic thought at the History department and utilised the University of London's college system to sit in on lecture courses at LSE for economics.

Having completed my MA I moved to Spain and taught for two years there at an international school. I taught economics and history at both IB and GCSE/A level, with the school offering both paths. I later taught both subjects at A level at a London College for a year. After leaving school in Spain I spent eighteen months travelling in the Americas with my partner. I wrote my Phd proposal while travelling. We returned to London so I could start my Phd at KCL. That same year I began working with Keystone.

My Phd focussed the political economy of U.S. foreign policy in the 1990's, drawing on case study examples from the Caribbean Basin. I have been awarded research grants that allowed me to spend three months at the George H.W. Bush Library in College Station, Texas. I also spent two weeks in Washington researching at the IMF and World Bank supported by King's, as well as two months in Little Rock, Arkansas, at the Clinton Centre. I was awarded my PhD in 2021 and am currently working on a book proposal based on that research.

Over the past ten years working with Keystone I have become focussed on teaching economics, school entrance at 13+ and 16+ and university preparatory courses for Oxbridge for History, Economics, PPE and related subjects. I do still teach history, but due to greater demand I now specialise in economics particularly.

Economics at A level and IB typically comes under one of three possible routes: students who want ongoing weekly lesson through term time; students who want focussed specific help to maximise marks in the run up to exams; and students who undertake summer courses to prepare for the coming school year. To some extent the route the student has chosen dictates the style and emphasis of teaching. However, the fundamentals to final exam success are always stressed: precise knowledge of terminology and theory, understanding of current economic events, and the ability to structure and write good quality analytical essays. For school scholarship and entrance exams the focus is overwhelmingly on being able to show through the written work the core skills that are needed for history and economics.

The EEA course is slightly different, designed to mimic more a university style structure. As part of my Phd I worked as a teaching assistant on undergraduate courses and I use that experience here to try and provide a similar course. Each student is designed a unique course with a reading list to prepare a presentation on each week. These courses should both cover the intellectual history of modern economics, for example, liberalism, Marxism and socialism etc. Each reading is from a prominent figure in the field, Hayek, Keynes, Polanyi, Piketty and so on. These readings and presentations provide material for personal statements and exam essays, while also practicing the speaking skills that will be needed at interview.

I have three small children, the oldest of whom is ten.

I am working on a book proposal to publish the research from my PhD.

I am also an Arsenal fan.