|Subjects Tutored||English language and Literature – A level, GCSE, IGCSE, Keystage 1,2,3 and 4|
Maths – Keystage 1,2,3
IELTS for entry into university and as part of visa requirements
|Girne American University MA English Language Education (APS 3.95/4.00.)|
The National College for Teaching and Leadership – Pan London targeted support programme for aspiring head teachers,
National College of School Leadership (NCSL) – Black pupils’ achievement training programme.
Oxford Brookes University – Gifted and Talented Strand Coordinator training (accredited to Masters)
Middlesex University – BA Honours (Education) QTS, 2:1 Subject specialism – English Literature.
|Sept to date – Consultant for London Diocese Board of Schools (LDBS)|
Currently working with St Michael at Bowes
Growth Mindset developing challenge in lessons. Coaching and Mentoring whole school.
May – July 2015 Heston Community Secondary School
Teaching years 7,8,9,10 English language and literature
Feb – April 2015 St Mary’s Cof E school
IGCSE intervention support.
2012- February 2015 Head of English – Girne American College, Cyprus
Teaching IGCSE keystage 3/4 English Language and Literature, A level, IELTS, Keystage 2/3 English National Curriculum.
2007 – 2011 Assistant Head Teacher – St Mary’s Church of England Secondary School
Teaching English key stage 3 and 4 – Including AQA GCSE.
Assessment for Learning, focus on tracking pupil attainment.
Leading on literacy.
Leading on developing teaching and learning.
Management of one to one tuition within the school.
2002 — 2011 Barnet Local Authority,
Gifted and Talented Consultant:
Implementing and developing national/local gifted and talented programme.
Working with schools, planning, modelling, training, and coaching.
Working with parents and pupils.
Development and management of Advanced Learning Centres -Saturday morning schools.
|Why have you chosen to be a tutor?|
|I chose to tutor when I became a Newly Qualified Teacher (NQT) nearly 20 years ago! Whilst working on research projects it became clear that the children I worked with on one to one basis made accelerated progress. Also whilst working with individual children I was able to greatly enhance my understanding of the learning process, ultimately passing on my gained insight about effective teaching and learning to the classes I taught.|
More recently my thoughts and experience of 1 to 1 tuition has been quantified, as research and evidence show that one to one tuition can add at least 5 months of academic progress for individual children.