My experience of text and materials for secondary students covers the following:
English - GCSE and IGCSE (all boards); A level (all boards)
Latin and Ancient Greek - GCSE, A level (OCR)
Spanish - GCSE (OCR and AQA)
I have coached a number of candidates applying to Oxbridge and, more broadly, preparing their UCAS submissions to a variety of universities.
Except for some modern languages, I have taught all subjects for the 13+/common entrance exams, with a 100% success rate to a variety of schools: Eton, Winchester, St. Paul's Girls, St. Paul's Boys, St. Mary's Ascot and many more.
Classroom Assistant - I assisted English lessons at the Dogodogo Centre for street children in Dar Es Salaam, when I was living there. Ages ranged from 11 to 18. The work was part-time and unpaid. (c.50 hours).
Seminars - I have led workshops in text and performance, with a particular focus on Shakespeare for school-age students. Ages ranged from 14-18.(c. 60 hours).
I attended Summer Fields, a prep school in Oxford, before going to Eton College and then Cambridge. At Eton I was an academic and music scholar, achieving straight A* grades at GCSE and A level (English, Latin, Greek and Spanish; Theatre Studies AS). I was awarded a place at Cambridge alongside a choral scholarship. I feel incredibly lucky to have received such a privileged education – the experience cultivated a passionate interest in education itself, from the perspective of both the institution and the individual. As a result, I really enjoy teaching - its methods and approaches, its adaptation to different students - and I find it extremely rewarding.
My interest and involvement in extracurricular activities has provided me with a broader view and experience of education. I spent most of my spare time at university directing theatre, which taught me a huge amount about how to enthuse, manage and teach people efficiently, effectively and sensitively. This required adept organisational skills, whilst also combining a close textually academic focus with a personable, creative attitude. My people skills, in a completely different learning context, have gained diverse insight from working in the artistic sector. I am also a very keen long-distance runner and musician.
Every student is unique in his or her approach to learning. I strongly believe it is important to embrace such individuality, tailoring my own approach and teaching techniques to each student's specific needs, whilst drawing out the full potential of this uniqueness. I think that all tutees have the ability to be a very different model student - I do not think that the purpose of tutoring is to create clones. So, I come to tutorials equipped with numerous methods that suit, engage and excite my tutees.
What I do when I am not tutoring
I direct and write for stage and screen. I am based in London permanently. I balance my involvement in the arts with a dedicated, attentive commitment to education.
'Charlie was fantastic for our son and pushed him to achieve his potential with excellent teaching and more importantly by believing in him and giving him confidence. Charlie seemed to understand his dyslexic difficulties whilst not accepting that they should get in the way of a top grade.' (Mother of A level student)
"My son really enjoyed working with Charlie. He is a very nice person and I'm sure that my son really, really benefited from the lessons he had with him. We appreciate that he will be sending a revision pack as it will be very helpful." (Mother of Year 11 student)
"We were delighted with [our son's] GCSE results... however his English results really took us by surprise. I still can’t quite believe that in the literature exam he only lost a total of 6 marks across the 3 papers, making it his highest A star (9)! Thanks again for all of your support."
(Mother of a GCSE student, originally been predicted a B grade)