Early years/ Primary school teacher, with international experience teaching English as a second language.

Gemma's CV

PROFILE

I am a self-motivated individual, with a passion for enabling children and their families to achieve positive outcomes. I enjoy working as part of a team, however am equally happy to work independently. I feel that I am approachable, reliable and dependable. I am creative and reflective in my thinking and enjoy developing my understanding of children’s development through research and professional development.

KEY SKILLS

• Teaching a variety of curriculums including British, Canadian, Reggio Emilia and Chinese
• Developing play based classroom environments
• Teaching children with additional needs and developing intervention groups
• Creative arts and music
• Mentoring

EMPLOYMENT HISTORY

Class teacher – September 2019- August 2020
Bromsgrove school, Mission hills, Shenzhen, People’s Republic of China.
Key responsibilities:
• Teaching a class of 22 children in a play-based environment influenced by the British, Chinese, and Reggio Emilia approaches to play based learning, ensuring that all children make good progress in their learning.
• Complete learning documentation for children and monitor progress of the class.
• Plan teaching topics as part of a preschool team and adapt my own planning to the individual children’s needs in my class.
• Meet with parents termly to discuss childrens progress in their learning areas in both English and Chinese.
• Work with a Chinese co-teacher and teaching assistant to ensure that all classroom materials and learning is bilingual and bicultural.

SEN teacher – September 2018- 2019
School of research science, Nouakchott street, Al Warqaa, Dubai, United Arab Emirates.
Key responsibilities
• Complete learning journeys for children with additional needs who are not accessing age related curriculum.
Complete individual education programmes and pupil passports for SEN key children in foundation stage one and two.
• Attend any relevant meetings with other professionals/parents regarding key children.
• Ensure special needs support staff are aware of individual support plans, both for children with enhanced learning provision places and children who are awaiting education and health care plans.
• Ensure all children with additional needs are included in the classroom, and their IEPs are being used (actioned, adhered to, undertaken) by all appropriate adults.

Class teacher – September 2017-2018
School of research science, Nouakchott street, Al Warqaa, Dubai, United Arab Emirates.
Key responsibilities

• Teaching the British early years curriculum to a class of up to 30 children aged 3-4.
• Planning and setting up early years provision for children to independently access.
• Complete learning journey profiles for key children using the program 2simple and monitor progress of class group.
• Complete weekly planning sharing this with parents as appropriate through systems such as class dojo.
• Attend any relevant meetings with other professionals regarding key children.
• Work with other professionals to develop personalised learning plans for specific children and their families when necessary.

Class teacher – September 2015-2017
Crosfield nursery school and children’s centre, Elborough road, South Norwood, United Kingdom.
Key responsibilities
• Teaching a class of 30 children the British early years curriculum, ensuring that all children make good progress in all areas.
• Ensuring that all activities are set up to a high standard for both morning and afternoon sessions within all areas of the nursery.
• Complete learning journeys for key children and monitor progress of class group.
• Complete fortnightly planning and lead daily planning with a team of early years educators.
• Liaising with medical staff, social workers, and agencies regarding key children.
• Working together with other professionals to develop personalised learning plans for specific children and their families when necessary.
• Ensure that assigned curriculum area (Understanding the world, people and communities and technology) is managed, resourced, and implemented in the nursery.
• Ensure special needs support staff are aware of individual support plans, both for children with enhanced learning provision places and children who are awaiting Education and health care plans.

Customer service assistant 2012 – 2015 (Part-time)
Thornton Heath Library 190 Brigstock Road, Thornton Heath, England, United Kingdom

Camp counsellor- July 2014 – August 2014, July 2015- August 2015
Camp Happyland, 21457 Happyland Drive, Richardsville, Virginia 22736 United States of America.

VOLUNTARY WORK

I have worked on a voluntary basis at several residential camps run by The Salvation Army. From 2011-2013 I volunteered for at a camp in Robertsbridge for underprivileged children. This involved mentoring the children, reporting any safeguarding concerns in addition to helping with day to day activities. I also volunteered in 2016 as art programme co-ordinator at a residential camp for adults with special needs and disabilities. During this week I mentored a young delegate in addition to organising carousel style activities for art sessions in which delegates could express their creativity.

EDUCATION

Roehampton University (2012- 2015)
BA degree 2:1 – Primary education with Art.

Coloma Convent girls sixth form (2010-2012)
A levels: Art – B
Religion and Philosophy – C
German – C

St. Andrews High school (2004-2010)
GCSEs: 5 As, 2 Bs and 2 Cs (Including Maths and English)


QUALIFICATIONS AND COURSES ATTENDED

Domestic violence training- January 2016
First aid training – February 13th 2017
Mandarin HSK1- certification- July 2020