I ensure that my teaching approach is engaging and exciting for the pupil. I believe it is important that all learning feels relevant to children's real life experiences and that they are hooked in to their learning through exciting experiences and stimuli. As a qualified teacher, I have studied a range of different teaching styles and had the opportunity to see which styles work best with different learners.
I am a qualified primary school teacher who has worked in a variety of schools around Brighton and Hove over the past four years. I have worked in classrooms in Years 1,2,3,5 and 6 meaning I have a strong understanding of the national curriculum and it's progression throughout key stage 1 and 2.
Education and qualifications:
University of Sussex, Brighton (Sept 2011 – July 2015)
PGCE – Primary Education (Merit); this course contained placements in primary schools, alongside academic examination of different pedagogies and educational themes (safeguarding, supporting SEN, differentiation, developmental theories).
BSc (Hons) Psychology (1st Class); including modules on: child development, language development, social issues, reading writing and dyslexia, communication and statistics.
Beaumont School, St Albans (Sept 2004 – July 2011)
3 A2 Levels: Psychology (A), Geography (A), History (B)
10 GCSE’s: 2 A*s History, Italian 8 As English Literature, English Language, Maths, Double Science, Geography, Food Technology, Spanish
Experience as an educator:
Saltdean Primary School (September 2016 – July 2017)
• Taught a class of 30 in Year 2. As class teacher I was in charge of planning, delivering and assessing the lessons for my class. Covering the topics such as The Great Fire of London, Geography of the African continent, and Mythical creatures in literature.
• Supported children through their end of key stage assessments (SATs) ensuring they attained to the best of their abilities. Our year group achieved above both local and national results in reading, writing and mathematics.
• Worked with other teachers in the school to implement curriculum change for my subject specialism, history. Including planning and delivering a week-long school-wide event focussed on the Tudors.
• Organised and ran an after-school maths clubs which were targeted at two groups of children. Firstly to challenge and extend those children more confident in mathematics. Second to close the gap and make maths more engaging for those children who are less engaged with maths in the classroom.
Southway Junior School (September 2015 – July 2016)
• Taught a class of 26 in Year 5. I prepared this class for the final stages of their primary education, planning engaging, creative and enjoyable lessons. We covered topics such as: the Ancient Greeks, Macbeth, maths in everyday life, science and DT projects focussed on skills needed to survive on a desert island.
• Supported children with a range of social, emotional and educational needs. Creating support plans and nurture groups to ensure these pupils felt safe, secure and confident in their learning environments.
• Ran intervention groups for children who were working below age expectations in maths. These groups included children from across the year group, the majority of the children in these groups were able to overcome their mathematical misconceptions and reach age expectations by the end of the year.
Placements during PGCE, resulting in Qualified Teacher Status.
• Worked in Year 6 and Year 3 classrooms. I worked with the class teacher to plan and deliver lessons. I observed, analysed and assessed the different styles of education that I witnessed in different schools and year groups.
• Whilst working in Year 6, I had groups of children who I tutored in preparation for their end of key stage assessments (SATs), in both maths and reading.
Dissertation study of the links between gender and reading motivation and attainment in primary school aged children.
• Awarded a 1st for dissertation
• Worked with two different primary schools to examine the way in which children perceive gender can impact their attitude towards stereotypically gendered subjects. This research gave me a solid understanding of how important it is to provide equal access to all subjects regardless of gender stereotypes.
One year volunteering in a Year 1 classroom
• Provided one to one support for vulnerable members of the class, ensuring that they were engaged with the learning opportunities in class.
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