The unique and creative approaches stem from years of teaching and learning experienced in both state and private schools, a knowledge of sociological, psychological and philosophical learning practices and a holistic and innovative understanding of a range of learning styles and abilities has rendered me with the skills necessary to ensure any learner can retain and store new knowledge and utilise the skills with ease and vigour.
I am a teacher with over 15 Years’ experience facilitating an array of learning programmes to a range of ages and abilities. My levels of education include an MA in education, QTLS, DTLLS, TEFL and an upper-class BA with honours. Working in both state schools and private schools for over 15 years has enabled me to develop an approach to learning that supports the growth of each individual learner based on a personalised programme angled towards their needs.
Drama and English facilitator and Teacher
2014: The Institute for Learning - QTLS
2012 - 2014: Milton Keynes College - DTLLS and PTLLS
2009: Maximo Nivel – TEFL Certification
2008 - 2009: Central School of Speech and Drama – MA: Applied
Theatre/Drama and Education in the Community
2008: The Method Centre - Diploma in Method Acting,
Strasburg’s ‘The Method’
2008: The City Lit - Diploma in Person-Centered Counselling
2006: The University of Northampton - BA (Hons) Drama 2:1
More House School
Drama and English Teacher
January 2020- June 2020
Teaching key stage 3 and 4 Drama and English lessons to highest possible standards through: Planning and preparing lessons in accordance with school polices and guidelines, data analysis, differentiating and supporting S.E.N students through effective Teaching and Learning strategies, running extra-curricular drama clubs, auditioning a whole school production, managing rehearsals and schedules to fit with the high demands of the school, liaising with parents and tutors to maximise individual progress, researching innovative teaching methods through CPD courses, developing extensive safe guarding practices, expanding knowledge of online teaching practices and use of technology, monitoring and evaluating exam board guidelines, integrating mindfulness practices into teaching and learning practices to improve students focus and increase capacity for learning, supporting students to reach targets through personalised planning and intervention sessions.
Prospero Teaching Agency September 2018-Present
Supply teaching and part time drama practitioner running drama workshops at Heston Primary School for social and emotional development using drama and life coaching skills with key stage 2 pupils.
Splash English School Spain
Feb 2018- June 2018
Teaching English to a range of students from 5-15. Planning and implementing based on private school criteria in accordance with B1 and B2 level English.
Prospero (Supply Teacher)
July 2017- Jan 2018
Working in a variety of schools teaching all subjects from key stage one to four.
Dormers Wells High School (Drama Teacher)
Jan- 2017- June 2017
Teaching drama to key stage 3 pupils whilst planning lessons in accordance with data analysis and curriculum schemes of work. Building rapport with staff students and parents and developing professional conduct skills through quality assurance.
Stockely Academy (English Teacher)
Sep 2016- Dec. 2017
Teaching key stage 3 and 4 English in accordance with The National Curriculum requirements and schemes of work. Exam preparation for GCSE and IGCSE exams. Attending CPD training programs on improving standards of teaching in accordance with Ofsted regulations. Data analysis, attending department meetings, parents and open evenings, monitoring pupil progress/attainment and quality assurance through standardisation.
Chimera Theatre Company in conjunction with The Radcliff School
(Company Director/Drama and Theatre Practitioner)
Sept. 2015 – July 2016
Supporting the development of Pupil Premium students in comprehensive education. Researching, developing and collating evidence on the efficacy of drama techniques, writing business plans, creating workshops, writing scripts, managing staff, auditioning actors, generating child protection documents and researching and meeting with CIC directors and managers to advise on company policies.
Icknield High School (Drama Teacher)
Jan 2014 - July 2015:
Teaching key stage 3 and 4 Drama: Planning lessons, data
analysis, exploring and developing teaching and learning
methods, attending assessment for learning sessions based
on OFSTED requirements, building rapport with staff, parents
and students and expanding upon professional conduct skills
through supporting and directing other staff members.
Aylesbury Vale Academy (Drama and English Teacher)
Sept 2012 - Jan 2014:
Teaching key stage 3 and 4 Drama and English: Planning lessons, data analysis, exploring and developing teaching and learning methods, attending assessment for learning sessions based on Ofsted requirements, building rapport with staff, parents and students and expanding upon professional conduct skills through supporting and directing other staff members.
Sir Fredrick Osborn School (Drama and English Teacher)
Sep 2011 - July 2012:
Teaching key stage 3 and 4 Drama and English: Preparing and planning lessons to suit a range of learning needs and styles, assessing and maintaining learning and progress by analysing data and differentiating based upon students needs, presenting and organising assessments for the BTEC Performing Arts team with additional after school drama workshops.
Tap Teachers (Drama Specialist)
Feb 2011 – July 2011:
Working as a Drama specialist at a range of secondary schools, whilst also providing cover for other subjects.
Berlitz Language School (TEFL Teacher)
Sept 2010 – Jan 2011:
Working in Germany for this established ESL school with a range
of students from basic English to advanced. Applying a unique
method of teaching, specific to the training of Berlitz.
The English Studio (TEFL Teacher)
Feb 2010 – Aug 2010
Working with a range of leveled students teaching English through the curricular material set by The English Studio. The classes required teachers to adopt a more performative approach, ranging from high impact to engaging kinaesthetic learning activities through student led activities.
Maximo Nivel (TEFL Teacher)
(Oct 2009 – Feb 2010)
Teaching English, grammar, speaking and conversation through private and group sessions.
Chimera Theatre Company (Director/Theatre Practitioner)
July 2006 – Oct 2009:
Play to Learn Project, Costa Rica
Sept – Oct 2009:
Teaching English using drama games to vulnerable children. This 4 week workshop aimed to teach English through Boalian theatre games and exercises, imaginative story telling and by integrating a range of actor training methods for relaxation and focus. These techniques helped build confidence and engaged the children in a fun, educational activity. By the end of this workshopthe children had learnt several English phrases and become more confident. The facilitator commented on the impact this project had on the children in terms of escapism at such a terrible time in their lives.
The Reflecting Lives Project (In conjunction with Central School of Speech and Drama and The Lillian Baylis School)
March 2008 – July 2008:
The project aimed to promote social inclusion with ‘at risk’ students. This provided a reflective dramatic space to explore social and personal issues. In turn highlighting the importance of self-autonomy in the choices that young people make and raising awareness of those behaviours that lead to social and educational exclusion. The workshop also explored concepts of injustice, identity and social influences, allowing communication and dialogue to build between the students and teachers, with the intention of preventing future negative outcomes. To present the findings we employed Forum Theatre as a platform for creating a communicative dialogue in a safe theatre space.
The Sleepwalkers Theatre Group (The Somnambulist)
Jan 2008 – March 2008:
Creating an interactive promenade performance based on the concept of somnambulism. The director and I focused on devising a unique form of theatre by merging some of the concepts extracted from Artaud’s Theatre of Cruelty, Surrealism, Dadaism and Jan Fabre’s Twilight Hour.
The Distract Program (In conjunction with The Burlington Danes School)
Oct 2007 – Dec 2007:
Through modern Shakespearean interpretation we elicited a workshop to support underachieving GCSE students with core concepts from Shakespeare’s plays: through role-playing, story telling, imagination exercise, focus games and improvisation. This encouraged practical learners to engage with the curricular material through a relatable medium. As a result of their work 95% of students who participated in the workshop achieved A-C in their English Literature GCSE.
The Career Choice and Development Workshop
(In conjunction with The Harris Academy)
Jan 2007 – June 2007:
This workshop aimed to support key stage 4 learners with vocational
options before their work experience, giving the students a clearer idea
of desired future work opportunities. The workshops presented a range
of career choices and explored possible outcomes and daily activities
through role-play, imagination exercises, games and Forum Theatre.
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