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Find a GCSE History tutor who fits your exam board

Compare online GCSE History tutors by topic knowledge, teaching background, price and availability. Send the tutor your child’s board, topics and goals, then use the intro conversation to check fit before starting lessons.

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Latimer helps parents compare online GCSE History tutors by exam board, topic fit, price, availability and tutor background. It is built for families who want practical support with essays, source questions, interpretations, revision planning, mocks or confidence, without grade guarantees or fake local promises.

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Compare GCSE History tutors

6 tutor profiles selected

Browse current tutor profiles filtered for GCSE History. Check each tutor’s background, price, availability, DBS information and teaching style, then message the tutor with the exam board, topic options, recent mock results and the kind of support your child needs.

Portrait of Celine Henry

Celine Henry

★ 5.0

Qualified Geography and Humanities Teacher

London

£30.00 per hourDBS checkediAccepting enquiriesQualified teacherHigh performing tutor
English LanguageEnglish LiteratureGeographyGovernment and Politics+4 more
  • Celine holds Qualified Teacher Status (QTS).
  • Currently working on a PhD in History, and teaching a Modern History module at the University of Birmingham.
  • Holds Bachelor of Arts in Politics History from the University of Hull.
  • Holds a Master of Science in International Development from the University of Edinburgh.
  • Regularly teaches History, Politics, and Geography to KS2, KS3, GCSE and A-Level cohorts.
  • Celine is an experienced examiner and moderator for GCSE and A-Level examination boards.

Celine Henry is a QTS-qualified history tutor and geography tutor for KS2–KS3, GCSE and A-Level; a University of Birmingham PhD researcher and experienced GCSE/A-Level examiner and moderator, with lesson reports each session and optional homework.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Celine.

View Celine’s profile
Portrait of Maggie Naylor

Maggie Naylor

English and Humanities Specialist

Sheffield

£35.00 per hourDBS checkediAccepting enquiries
English LanguageEnglish LiteratureGeographyHistory+1 more
  • Currently studying for a Law degree at Durham University and on track for a First Class.
  • Over five years of tutoring experience with a strong record of helping students achieve excellent results.
  • Holds A*, A*, A* for English Literature, History, and Geography at A-Level.
  • Holds 11 GCSEs.
  • Ranked 3rd in her year for Law at Durham University.
  • Able to support students with Law university applications and personal statements.

Maggie Naylor is a GCSE and A Level English tutor, humanities specialist and law tutor with 5+ years’ experience; a Durham University Law student ranked 3rd in her year, focused on essay structure, analysis, exam technique, and LNAT/personal statements.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Maggie.

View Maggie’s profile
Portrait of Alexander Olsen

Alexander Olsen

Humanities Specialist

Southamptom, United Kingdom

£35.00 per hourDBS checkediAccepting enquiries
Business StudiesConsultancyEnglish LanguageEnglish Literature+10 more
  • Over 10 years' of experience in tutoring students from GCSE to A Level.
  • Holds a Master of Science in Education Studies from the Open University.
  • Holds a Postgraduate Certificate in Professional Studies in Education from the Open University.
  • Holds a Bachelor of Science in Humanities from the Open University.
  • Holds a Master of Arts in Political Science and International Relations from Kings College, University of Aberdeen.
  • Currently employed as a Training Needs Analyst for a FTSE 100 global engineering corporation.
  • Average grade boundary shift of +2 with over 90% of students achieving 7-9 at GCSE and 85% A and A* at A Level.

Politics tutor and history tutor with 10+ years’ experience from GCSE to A Level and university; holds an MSc in Education Studies (Open University). Students typically improve by 2 grades, with 85% achieving A and A* at A Level.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Alexander.

View Alexander’s profile
Portrait of Georgia Wager

Georgia Wager

English, Humanities, and Language Specialist

Norfolk, United Kingdom

£35.00 per hourDBS checkediAccepting enquiries
11+ (general)English LanguageEnglish LiteratureGerman+3 more
  • Georgia has over 4 years' of experience teaching students in 11+, KS2/3, GCSE, and AS/A-Level cohorts.
  • Holds a Teaching English as a Foreign Language (TEFL) qualification.
  • Holds a Bachelor of Arts in European Studies from the University of Kent.
  • Holds A-Levels in German, Business Studies, and History.
  • Holds 15 A*-C grades at GCSE level.

Georgia Wager is a GCSE English tutor with 4+ years' experience across 11+, KS2/3, GCSE and AS/A-Level, also teaching History, Spanish and German. TEFL-qualified (BA European Studies, University of Kent) with lesson reports and optional homework.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Georgia.

View Georgia’s profile
Portrait of Silvia Vescu

Silvia Vescu

Qualified Humanities & Business Teacher

Montrose, United Kingdom

£45.00 per hourDBS checkediAccepting enquiriesQualified teacher
Business StudiesCitizenshipEconomicsEnglish Language+13 more
  • Holds a PGCE from University College London.
  • Holds an LLB (Hons) in Law, 2:1, from King's College London, and is a qualified lawyer.
  • Currently teaches A-Level and GCSE Economics and Business, alongside Sociology, Politics, Law, English Language and English Literature.
  • Has delivered hundreds of one-to-one online lessons and uses a Socratic approach, tailored to each exam board and specification.

Silvia Vescu is an economics tutor and law tutor for GCSE/A-Level, PGCE-trained at UCL with an LLB from King’s. She offers online tutoring with Socratic, exam-board tailored 1:1 lessons plus session reports.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Silvia.

View Silvia’s profile
Portrait of Khadija Khatun

Khadija Khatun

English, Geography, History, and Law Specialist

West Midlands, United Kingdom

£35.00 per hourDBS checkediAccepting enquiries
English LanguageEnglish LiteratureGeographyHistory+1 more
  • Khadija has been tutoring for over 8 years.
  • Holds Bachelor of Arts in Jurisprudence (Law) from University of Oxford.
  • Khadija is an SRA qualified solicitor.
  • Holds A*, A* for English Literature and History at A-Level.
  • Holds 8 A*s at GCSE level.

GCSE English tutor and Law tutor with 8+ years’ experience, teaching KS2 to A Level and IB English, History, Geography and Law. Oxford BA Jurisprudence, SRA-qualified solicitor; uses exam questions, feedback, lesson reports and optional homework.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Khadija.

View Khadija’s profile
Show more GCSE History tutorsStart my tutor search

Why choose Latimer for GCSE History tutoring

Choosing a GCSE History tutor means choosing a person, not just reading about a subject. Latimer’s tutor profiles let you compare background, price, availability and DBS information, then contact the tutor directly or ask Latimer for help narrowing the choice.

For parents, the useful detail is specific: the exam board, topic options, source or interpretation questions, essay structure, timing, mocks and confidence. Latimer’s own process also supports low-pressure first contact: Latimer describes the service as having “no packages or long-term tie-in”, and families can discuss fit before committing to regular lessons.

  • Compare online GCSE History tutors by subject, level, price, availability, background and profile detail.
  • Use the tutor’s profile and intro conversation to check board and topic fit before lessons start.
  • Focus on understanding, confidence, revision habits and exam technique rather than promised grades.

Next step

Find a GCSE History tutor

How to compare and contact GCSE History tutors

Start with the filtered tutor list, then use the enquiry to give the tutor useful context. Latimer’s contact guidance asks for the subject, qualification level, “target exam board if known” and the kind of support needed. That is especially important for GCSE History because AQA, Pearson Edexcel, OCR and Eduqas all structure the course differently.

  • Mention the exam board and specification if you know it, such as AQA, Pearson Edexcel, OCR History A or OCR History B, or Eduqas/WJEC.
  • Share the option topics, recent mock marks and question types that feel weakest.
  • Use the introductory conversation to agree lesson frequency, homework, feedback and parent updates.

  1. Compare profiles

    Look at board/topic fit, teaching background, hourly rate, availability, DBS display and how the tutor explains their approach.

  2. Send useful context

    Give the board, topics, recent mock result, deadlines, weak question types and whether the student is aiming to pass, consolidate or stretch.

  3. Use the intro meeting

    Treat the free introductory meeting as a fit check: rapport, learning style, lesson format, homework and feedback.

  4. Start with a plan

    Agree a first block of lessons around topic gaps, exam technique, revision planning or mock review.

Ask for tutor matching helpContact Latimer for help choosing

Pricing, tutor types and what affects fit

Latimer’s current pricing guidance gives indicative tutor-type bands rather than a fixed GCSE History price. Broadly, student or graduate tutors, full-time tutors and teaching assistants are presented around £20–£30 per hour, while current or retired teachers, examiners and lecturers are presented around £25–£50 per hour. Individual tutors set their own rates, so the safest way to compare GCSE History tuition cost is to check the current profile card and discuss the support needed.

Price is only one part of fit. A relatable student tutor may be right for confidence and study routine; a teacher or examiner background may be useful for a student who needs close mark-scheme and question-type work. Treat qualified-teacher or examiner experience as a preference to look for, not a promise that every suitable History tutor has that background.

  • Use the profile rate as the current price, not a fixed GCSE History rate.
  • Compare budget against board/topic fit, lesson frequency, confidence needs and exam-stage pressure.
  • Ask whether the tutor can support the exact specification and question formats your child faces.
Student or graduate tutor
Often a good fit for relatable study habits, recent exam memory, confidence building and budget-conscious weekly support.
Full-time tutor or teaching assistant
Can suit steady consolidation, homework accountability, revision planning and ongoing feedback.
Qualified teacher or examiner background
May be useful for board-specific technique, mark-scheme language, sources, interpretations and higher-mark essays.
Specialist topic fit
For History, topic and board fit can matter as much as tutor status, especially for site studies, depth studies and modern-world options.

Next step

Compare GCSE History tutor rates

Online GCSE History tutoring and honest near-me choices

Many families search for a GCSE History tutor near them, but online tutoring can be the more practical way to find a tutor who understands the right board, topics and question types. GCSE History works well online because lessons can use shared documents, source extracts, past papers, annotated essays, mark schemes and discussion-led exam technique.

Latimer is online-first. If a tutor and family happen to be close enough and both agree, in-person arrangements can be discussed, but Latimer should not be treated as offering local tutors in every town. The stronger, more honest promise is UK-wide online comparison without being limited to local supply.

  • Online lessons can make it easier to find board and topic fit for a text-heavy subject.
  • Near-me searches should be answered honestly: compare online tutors first, then discuss in-person only where practical.
  • Families can still compare online, in-person, group tuition, school support and self-study by fit.
Online one-to-one
Best when the family wants wider tutor choice, shared exam materials and board/topic-specific support.
Local in-person tutor
May suit students who strongly prefer face-to-face learning, but availability depends on local supply.
Group revision course
Can provide structure and exam-season momentum, but is less personalised to one student’s exact mistakes.
Self-study
Useful for independent students; less effective when the main problem is diagnosis, feedback or consistency.

Next step

Compare online GCSE History tutors

Credentials, safeguarding and realistic outcomes

Parents can use Latimer profiles to compare tutor credentials such as degree background, qualified-teacher status, examiner experience, school experience, DBS information, SEN experience and board knowledge where they are shown. Latimer’s current FAQs and DBS information support safeguarding reassurance, including Enhanced DBS with the Children’s Barred List as part of tutor onboarding.

Good tutoring stays honest about outcomes. A tutor can help with understanding, confidence, revision habits, written structure and exam technique, but no tutor can guarantee a particular grade. That boundary is more trustworthy than promising fixed mark gains.

  • Check whether the tutor has relevant GCSE History, exam-board, source-question or essay-marking experience.
  • Use the introductory meeting to test rapport and ask how feedback will be shared.
  • Treat testimonials and ratings as useful only when they are real, visible and relevant to the subject.
Credentials to compare
Degree background, school experience, qualified-teacher status, examiner background, tutoring experience and board/topic fit.
Safeguarding reassurance
Latimer’s current pages support DBS and Enhanced DBS checks; keep safeguarding wording aligned with the live FAQ and DBS pages.
Progress boundary
Tutoring can support skills, confidence and preparation, but should not be framed as a grade guarantee.

Next step

GCSE History exam boards and topic fit

GCSE History is not one fixed course. The topic options, paper structure and question styles vary by exam board, so a useful tutor match starts with the student’s actual specification. The tutor does not need to turn the lesson into a specification lecture, but they do need to understand the board, topics and assessment style the student faces.

  • Ask for the board and specification: AQA, Pearson Edexcel, OCR History A, OCR History B, Eduqas/WJEC or another awarding body.
  • Share topic options such as thematic study, period study, British depth study, modern depth study, historic environment or site study where relevant.
  • For CCEA or another less common awarding body, include the specification details in the enquiry so the tutor can confirm fit before lessons begin.
AQA
AQA GCSE History uses two equally weighted papers and includes period, wider world depth, thematic and British depth study content, including the historic environment.
Pearson Edexcel
Edexcel GCSE History uses three externally assessed papers: thematic and historic environment, period and British depth, and modern depth study.
OCR
OCR has distinct History A and History B specifications, so families should say which specification they are studying, especially for site-study work.
Eduqas / WJEC
Eduqas GCSE History includes three-era coverage and site-linked materials that can be reviewed over time, so current option details matter.
What to tell the tutor
Board, specification, topics, recent assessment results and weakest question types are more useful than just saying “History”.

What a GCSE History tutor can help with

The most useful GCSE History support is usually a mix of content, judgement and exam technique. Across major specifications, students need to use knowledge accurately, analyse second-order concepts, evaluate sources, handle interpretations and write structured answers under time pressure.

A tutor can turn those broad demands into practical weekly work: modelling how to plan an answer, showing how to use evidence, checking where a source is useful or limited, improving paragraph structure and helping the student practise timed responses without wasting past papers too early.

  • Source questions: provenance, content, context, usefulness and limitations.
  • Interpretations: comparing views, testing evidence and making a supported judgement.
  • Essays: chronology, causation, consequence, significance, change and continuity.
  • Exam technique: command words, timing, mark-scheme language and choosing evidence precisely.

  • If knowledge is weak

    Use retrieval practice, timelines, topic maps and short checks before moving to extended answers.

  • If essays are weak

    Plan arguments, paragraph structure, precise evidence and judgement rather than memorising model answers.

  • If sources are weak

    Practise source content, provenance, context and evaluation against board-style questions.

  • If timing is weak

    Break questions into planning, writing and checking stages, then build timed practice gradually.

From mock review to a focused revision plan

A good GCSE History tutor should do more than re-teach a topic. For a student preparing for mocks or final exams, the useful work is diagnostic: what mark was lost, why it was lost, and what practice would change the next answer.

A first month might start with a topic and question-type audit, move into source or essay modelling, then use a short timed task to check whether the student is applying feedback. The plan should be adapted to the student’s board, topics, time available and confidence.

  • Review a recent mock or class assessment for topic gaps, timing issues and question-type weaknesses.
  • Build a revision plan that mixes factual recall with exam-style practice.
  • Use mark schemes to explain why an answer earns marks, not just whether it is right or wrong.

  1. Week 1

    Board, topic and confidence audit; review one recent answer or timed question.

  2. Week 2

    Target a high-impact weak area, such as source evaluation, interpretations or essay planning.

  3. Week 3

    Guided practice with feedback, using board-style wording and mark-scheme expectations.

  4. Week 4

    Timed mini-assessment, feedback, parent update and next-step revision priorities.

Support for different GCSE History students

Parents usually arrive with a situation, not just a subject. Some students are anxious because they cannot remember dates; some know the content but cannot turn it into marks; others are aiming for grade 8 or 9 and need sharper judgement. The tutor should adapt the lesson style to the student’s starting point.

  • Struggling learners may need clear topic maps, retrieval practice and low-stakes confidence building.
  • Middle-grade students often benefit from better answer planning, command-word understanding and mark-scheme feedback.
  • High achievers may need more precise evidence, stronger judgement and timed practice on harder questions.
  • Anxious students may need calm routines, smaller targets and feedback that shows what has improved.

  • Year 10

    Build topic foundations, note-making routines and early question-type confidence before mocks become urgent.

  • Year 11

    Focus on mocks, past-paper review, timed answers, topic gaps and a realistic revision timetable.

  • Resit or adult learner

    Start with a diagnostic, specification check and an agreed plan around exam-entry deadlines.

  • Home-educated learner

    Use tutoring for structure, topic coverage and exam practice while keeping exam-centre logistics separate.

Tell Latimer what support you need

Private candidates, access arrangements and ethical support

GCSE History tutoring can support home-educated, private-candidate and adult learners with study structure, topic coverage and exam practice. Exam entry is different: private candidates normally need to find a suitable approved centre, register by that centre’s deadlines and pay the relevant fees.

For students with SEND or access-arrangement needs, tutors can help practise known strategies, build routines and reduce exam panic, but formal arrangements are handled by the school or exam centre. JCQ describes the principle as helping a candidate access assessment “without changing what is being tested”.

Ethical tutoring matters too. A tutor can explain, model, give feedback and set similar practice; they should not simply provide homework answers or complete assessed work for the student.

  • Private candidates: keep tutoring and exam-entry logistics separate.
  • Access arrangements: practise within known strategies, but use school or exam-centre channels for formal decisions.
  • Homework: support learning and feedback, not answer-supplying.
Home education / private candidates
Plan the study plan and exam practice, but confirm centre entry separately.
SEND / access arrangements
A tutor can support preparation routines; the centre manages formal arrangements.
Homework and assessed work
Tutoring should build independence through explanation, feedback and practice.

Next step

Lesson frequency, homework and resources

The right number of lessons depends on the student’s starting point, deadline and confidence. A confident student may only need fortnightly essay feedback; a Year 11 student after a difficult mock may need weekly lessons; a resit or urgent exam-season case may need a short, focused block.

Useful resources include exam-board materials, past papers, source extracts, shared documents, annotated essays, topic notes, flashcards and retrieval questions. Homework should be reasonable and agreed with the tutor, with feedback that helps the student improve rather than simply collect more tasks.

  • Weekly tutoring is often the simplest rhythm for progress, accountability and parent updates.
  • Short-term blocks can help before mocks, Easter revision or a known weak paper.
  • Free resources work best when the student already knows what to practise; tutoring adds diagnosis and feedback.
Fortnightly
Useful for confident students who want periodic essay feedback, topic checks or revision accountability.
Weekly
A common rhythm for gaps in content, confidence rebuilding and exam-technique practice.
Twice-weekly or holiday block
Can suit mocks, final exams, resits or private-candidate structure, without promising a result.
Independent practice
Use retrieval, flashcards, topic maps and timed answers between lessons so the tutor can give better feedback.

Latimer, marketplaces, revision courses and free resources

Families comparing GCSE History tutoring often see several options: large marketplaces, agencies, group revision courses, school intervention, free videos and one-to-one tutors. The right choice depends on how specific the problem is.

Latimer’s strength here is profile-led choice plus a contact option if the family wants help shortlisting. That suits parents who need to compare tutor background, price, availability and subject fit, rather than commit immediately to a generic revision course.

  • Large marketplaces can offer breadth, but parents still need to judge safety, profile evidence, fit and support option.
  • Group revision courses can be useful for structure, but they are less personalised to one student’s board, topic and mistakes.
  • Free resources are helpful; a tutor adds diagnosis, feedback, accountability and adaptation.
Latimer one-to-one
Best for visible profiles, direct contact, tutor choice, board/topic fit and flexible lesson planning.
Large marketplace
Useful for breadth; compare carefully on safeguards, profile quality, rate visibility and support option.
Group revision course
Good for exam-season structure; less tailored to one student’s exact weak answers.
School support / free resources
Valuable for independent revision; may not diagnose why marks are being lost.

Next step

Why GCSE History skills matter beyond the exam

GCSE History is not only about remembering dates. The subject develops evidence handling, clear written argument, judgement, chronology, critical reading and the ability to compare interpretations. Those skills can support post-16 study and many future paths, but any career claims should stay light unless a family asks for detailed pathway advice.

For a reluctant student, this motivation can still matter. A tutor can connect revision to useful habits: explaining a judgement clearly, checking evidence before making a claim, and staying calm under timed conditions.

  • Evidence and argument.
  • Critical reading of sources and interpretations.
  • Written communication under time pressure.
  • Independent revision and self-checking.

Checklist before you choose a GCSE History tutor

Use this checklist while reading tutor profiles or writing an enquiry. It keeps the conversation focused on fit rather than vague promises.

  • Which exam board, specification and topic options is your child studying?
  • Which question types are weakest: sources, interpretations, essays, timing or factual recall?
  • Does the tutor have relevant GCSE History, board, topic or teaching experience?
  • What lesson frequency, availability and budget are realistic?
  • Will the tutor set homework, give feedback and share progress with parents?
  • What would success look like after the first four lessons, without promising a grade?

Next step

Find a GCSE History tutor

Ready to compare GCSE History tutors?

Start with the filtered tutor list, then send a short enquiry with the board, topics, goals, schedule and budget. If you are unsure who fits, contact Latimer and explain the support your child needs.

Find a GCSE History tutor

Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

How do I choose the right GCSE History tutor?

Start with board and topic fit, then compare tutor background, teaching style, availability, homework expectations, feedback and budget. A good enquiry should say the student’s board, topic options, recent mock result and weakest question types, not just that they need help with History.

How much does a GCSE History tutor cost?

Latimer gives indicative tutor-type bands rather than a fixed GCSE History price. Current profile cards are the best place to compare rates because tutors set their own prices. Use price alongside fit: a lower-cost tutor may be ideal for confidence and routine, while a teacher or examiner background may be worth considering for detailed exam-technique support.

Can I find a GCSE History tutor near me?

Many families search for a tutor nearby, but Latimer is online-first. Online tutoring lets you compare suitable GCSE History tutors nationally rather than being limited to local availability. In-person lessons should only be discussed if a tutor and family are close enough and both agree.

Is online tutoring suitable for GCSE History?

Yes. GCSE History is well suited to online tutoring because lessons can use shared source extracts, essay plans, past papers, mark schemes, annotated answers and discussion. The most important factor is whether the tutor can support the right board, topics and question types.

Which exam boards can GCSE History tutors help with?

Latimer’s FAQs refer to support across major boards including AQA, Edexcel, OCR, Eduqas and WJEC, but every tutor’s fit should still be checked. For GCSE History, tell the tutor the board, specification and option topics, especially for OCR History A/B or any historic environment or site-study component.

Can a tutor help with source questions, interpretations and essays?

Yes. These are core GCSE History needs. A tutor can help students read sources in context, compare interpretations, plan essays, use evidence accurately, understand command words and practise timed answers against the mark scheme.

What happens in the free introductory meeting?

Treat the free introductory meeting as a short fit check, not a full teaching lesson. It is a chance to discuss the student’s goals, board, topics, schedule, weak question types, lesson format and whether the tutor’s style feels right.

Can I ask for a qualified teacher or examiner?

Yes, you can look for or ask about that background, but it should be treated as a preference rather than a guarantee. Tutors have different profiles: some are students or graduates, others are teachers, examiners or full-time specialists. The right choice depends on board fit, teaching style, budget and the student’s needs.

Is GCSE History split into Foundation and Higher tiers?

The safer frame for GCSE History is grade goal, topic confidence and exam skill, not Foundation and Higher tier support. The GCSE History specifications used for this draft did not support Foundation/Higher wording for this subject, so the copy focuses on source evaluation, interpretations, essay structure and timed practice.

Can Latimer support home-educated, private-candidate or adult GCSE History learners?

Tutors can support study structure, topic coverage, exam practice and confidence for home-educated, private-candidate and adult learners. Exam entry is separate: the family normally needs to find a suitable centre, register by its deadlines and pay any fees.

Can tutors help students with SEND or access arrangements?

A tutor can support routines, confidence, practice strategies and preparation, but formal access arrangements are handled by the school or exam centre. JCQ describes the principle as helping candidates access assessment without changing what is being tested.

What if the tutor is not the right fit or my child only needs short-term revision help?

Use the intro conversation to test fit early. Latimer’s process is designed around flexible, pay-as-you-go tutoring rather than packages or long-term tie-ins, so families can discuss a short revision block, switch approach or ask for help finding a better match.

Will a tutor do my child’s History homework for them?

No. A tutor can explain concepts, model similar questions, give feedback, set practice and help a student understand how to improve. They should not simply provide answers or complete assessed work for the student.

What useful skills does GCSE History build beyond the exam?

GCSE History builds evidence handling, critical reading, argument, judgement, chronology, written communication and independent revision habits. These skills can help with post-16 study and wider confidence, even where a student does not plan to continue History.

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