David

I am a professional history and politics tutor with fourteen years' experience with both face-to-face and online tuition.

I graduated from the University of Cambridge in 2009, before completing a MA and PhD in 2011 and 2014 respectively.

I am also a historian and writer specialising in twentieth-century British history and contemporary politics. I have worked at several universities in the UK and abroad, including the University of Sheffield and Queen Mary, University of London.

The book based on my PhD thesis was described by Prof Peter Stansky of Stanford University as ‘an important contribution to the ever-fascinating subject of the history of the British left [and] the development of the Labour party’.

My two most recent books, focusing on contemporary politics, were both reviewed in The Times, amongst other publications:

https://www.thetimes.co.uk/article/a-left-for-itself-by-david-swift-review-corbyn-6zhfm3rp3

https://www.thetimes.co.uk/article/the-identity-myth-by-david-swift-review-6lbs7hxnv

You can peruse (and buy!) my books here:

https://www.amazon.co.uk/David-Swift/e/B06XSSVCGQ/

You can view my academic writing here:

https://scholar.google.com/citations?user=CODJToQAAAAJ&hl

In addition to my academic research and books, I also write on politics and twentieth-century history for a variety of traditional and digital media, including The Times, the New Statesman, The Independent, the Spectator, Tribune magazine, the Jewish Chronicle and UnHerd.

You can read some of my articles here:

https://muckrack.com/david-swift-2/portfolio

I use my research and writing to inform my tuition, so in politics lessons, and if the student is studying modern British history, they are taught by somebody actively involved in researching and writing about the issues under discussion; just as they would be at a leading research university.

This is, of course, not something enjoyed by the average A Level or GCSE student. However, excellent subject knowledge is necessary but not sufficient to be an excellent tutor: it is also crucial to thoroughly understand the nature of assessment, which differs across the exam boards.

In this respect, my extensive expertise with all of the main exam boards in both subjects, as well as many years spent as an examiner of both history and politcs papers (with OCR, AQA, and Edexcel), means I can explain to students the best methods and techniques to succeed in exams.

My approach is tailored to each individual student, according to their objectives (e.g. improving their confidence, improving exam performance, resitting exams, etc) – as well as their personality and academic aptitude.

Generally speaking I find my students fall into one of three groups:

1. Likely A*/high A students who are not performing at a level commensurate with their abilities.

For these students I normally focus on exam technique and essay writing, so that they are able to translate their talent, knowledge and appreciation of the subject into consistently excellent performance in homework and exams. Although subject knowledge is usually less of an issue with these students, even the most able sometimes have lacunae which need to be addressed. Through ensuring that they thoroughly understand every aspect of the course, and exactly what is required of them in the exams, their confidence tends to improve immediately and their academic performance shortly afterwards.

With these students, in addition to my usual focus on exam technique and ‘core examples’, we also talk about broader aspects of the course, and about issues that are not necessarily on the syllabus, but which will nonetheless enhance their intellectual development and better-prepare them for university.

2. Academically-able students (potential A/high B level) who might have difficulties with both the content of the course, and with exam technique.

With these students I normally have an equal focus on exam technique and subject content, covering any gaps in their knowledge and ensuring that they fully understand exactly what is required of them in exams. For these students, once key gaps in their knowledge are addressed, and their exam technique improves, they soon grow in confidence and improve their academic performance.

3. Solid but less academically-gifted students (potential B/high C level) who are often struggling with all aspects of their A Level course.

With these students I try to focus on the essential components of the course, in terms of subject content and exam technique. Very often these students are somewhat ‘overwhelmed’ and might be regretting their choice of A Level. In these cases I try to simplify the subject, focusing on the key themes and issues, and stressing the importance of memorising ‘core examples’ which can be used in homework and exams. With these students there is also usually a quick improvement in their confidence and (if they apply themselves) in their academic performance.

In my spare time I enjoy hiking, camping, mountaineering and rock climbing. I have climbed in the Annapurna range in Nepal and ascended the Thorong-la, the world's highest mountain pass. In addition I enjoy participating in television quiz shows and have appeared on programmes such as The Weakest Link and The Chase, as well as competing in a local pub quiz team.