Malachi Gee

I am a Cambridge-trained historian and current postgraduate researcher in Archaeology at Durham University, with professional experience across museums, heritage sites, and academic outreach. My work in these sectors has involved translating complex historical and archaeological concepts for diverse audiences — a skill that naturally informs my tutoring. I take the view that intellectual rigour and accessibility are not mutually exclusive; they simply require careful explanation, a good question or two, and the occasional strategic eyebrow raise.

I teach humanities subjects from Secondary through to Undergraduate level, including History, Classical Civilisation, English skills, essay-writing, and broader critical analysis. My lessons are deliberately structured yet highly adaptable, designed to meet students where they are and help them reach the level of clarity and confidence expected in serious academic work. Whether a student is tackling GCSE source questions or polishing a university essay, I emphasise analytical precision, strong argumentation, and the ability to engage critically with evidence.

My approach combines close reading, guided discussion, comparative thinking, and detailed modelling of essays and exam responses. I specialise in breaking down complex material into manageable, intellectually coherent steps — while still encouraging students to think independently rather than rely on formulaic answers. I find that students progress fastest when they not only understand the content but also grasp why certain arguments work, how evidence operates, and what examiners are actually looking for beneath the bureaucratic phrasing of mark schemes.

My experience in museum education has taught me that even the densest material can be made engaging with the right framing. I aim to cultivate a learning environment that is academically ambitious, supportive, and occasionally infused with dry humour (humanities should be stimulating, not monastic). Students are encouraged to ask questions, test ideas, and develop the intellectual independence that will serve them well far beyond any exam.

Whether a learner needs sustained academic support, targeted exam preparation, or guidance with undergraduate coursework, my focus is on building robust skills, thoughtful reasoning, and a genuine sense of capability. Results matter — but so does helping students feel clever, confident, and in control of their own learning.