Personal profile
Tutors: Jayne D. and Tina T.
Pen Portrait - September 2014
Degree subject & classification/other relevant qualifications (including A levels): ·
Psychology B.Sc (Hons) ·
A-Levels: Biology (A) Psychology (A) Business and Economics (A)
Other interests and activities that may be used with pupils in school ( e.g. piano or outdoor pursuits):
- Arts and Crafts -Gardening - Cooking and baking -Outdoor pursuits and a love of nature.
- In my previous position as a Teaching Assistant I helped run gardening and cooking clubs.
Aspirations (i.e. indicative Key Stage you think you would like to teach in when qualified)
Please comment on your subject knowledge in:
1. Mathematics – I achieved a grade A in GCSE mathematics. My university degree was research and statistics based in which I had to handle and manipulate data. Therefore, I used and improved my mathematical skills throughout my degree.
2. English – I studied English up to GCSE level and achieved an A grade. Strong analytical skills and an understanding of the English language were also vital within my university degree. Writing up clear and concise research reports was crucial and my dissertation research project received a 1st Class Grade.
3. Science – I studied double science GCSE and received A grades. I went on to study Biology at A-Level in which I obtained an A. My Psychology degree was a BSc degree where scientific methodology is utilised and results carefully analysed.
The skills and knowledge I gained during my GCSEs and A-levels, which were developed studying a Psychology degree, will enable me to proficiently teach these core national curriculum subjects.
My insight into these subjects has increased greatly as a result of my role as a TA. It granted me the opportunity to observe and have a role in well-executed lessons, conduct group work, mark work, and aid children with literacy, guided reading, numeracy and phonics-in order to promote a deeper learning experience.
Anything else you would like to highlight to be shared with the University/schools:
I am committed to educating children inside and outside the classroom and making learning a rewarding experience. For me, teaching children is my real passion and I feel children respond well to me. I am extremely patient, considerate and understanding and a dedicated individual. I always strive to give my best.
Psychology B.Sc (Hons) ·
A-Levels: Biology (A) Psychology (A) Business and Economics (A)
Other interests and activities that may be used with pupils in school ( e.g. piano or outdoor pursuits):
- Arts and Crafts -Gardening - Cooking and baking -Outdoor pursuits and a love of nature.
- In my previous position as a Teaching Assistant I helped run gardening and cooking clubs.
Aspirations (i.e. indicative Key Stage you think you would like to teach in when qualified)
- Over the past year I have worked as a Teaching Assistant in a Year 3 class as well as teaching lower KS2 maths and spelling groups. I thoroughly enjoyed working with Year 3 and would very much like the opportunity to do so again.
- I would also cherish the chance to work with a much younger KS1 group in order to gain experience and decide which age group I would prefer to teach when I qualify. I am open minded.
Please comment on your subject knowledge in:
1. Mathematics – I achieved a grade A in GCSE mathematics. My university degree was research and statistics based in which I had to handle and manipulate data. Therefore, I used and improved my mathematical skills throughout my degree.
2. English – I studied English up to GCSE level and achieved an A grade. Strong analytical skills and an understanding of the English language were also vital within my university degree. Writing up clear and concise research reports was crucial and my dissertation research project received a 1st Class Grade.
3. Science – I studied double science GCSE and received A grades. I went on to study Biology at A-Level in which I obtained an A. My Psychology degree was a BSc degree where scientific methodology is utilised and results carefully analysed.
The skills and knowledge I gained during my GCSEs and A-levels, which were developed studying a Psychology degree, will enable me to proficiently teach these core national curriculum subjects.
My insight into these subjects has increased greatly as a result of my role as a TA. It granted me the opportunity to observe and have a role in well-executed lessons, conduct group work, mark work, and aid children with literacy, guided reading, numeracy and phonics-in order to promote a deeper learning experience.
Anything else you would like to highlight to be shared with the University/schools:
I am committed to educating children inside and outside the classroom and making learning a rewarding experience. For me, teaching children is my real passion and I feel children respond well to me. I am extremely patient, considerate and understanding and a dedicated individual. I always strive to give my best.
work experience
November 2013-July 2014 Teaching Assistant
Working as a year 3 teaching assistant granted me an insightful opportunity to have a role in well executed lessons, conduct group work, provide written and verbal feedback, and aid children with literacy, guided reading, numeracy, and phonics.
July-August 2013 Children’s Day Camp Leader (Camp Kochavim)
Designed and ran a 2 week programme of activities for a group of 20 children (9-10 years old). Responsible for direct safety and supervision of the children. Ensured that the daily schedule ran on time and dealt with disciplinary and welfare issues. Assisted in monitoring lunch times and admin tasks such as morning registration and wall displays.
July – August 2011 Summer Camp Director
Responsible for the oversight and running of a day camp, as well as being loco parentis of the children. Headed up a team of 16 leaders, delegating roles for various activities. Supervised feedback sessions and staff welfare. Involved in the organisation of camp logistics, and liaising with parents.
July – August 2010 Head of Catering and Welfare
Consulted with members of the camp (8-11 years old) on a daily basis with regard to any issues including bullying, illness, allergies and bad behaviour. Involved in counselling children and in processing welfare procedures in line with camp protocol. Planned menus and organised rotas and schedules to ensure efficient service of food. Cooked meals within an allocated budget whilst running the kitchen and managing a team of 6 individuals.
January 2009 – May 2010 Cefli Aviv Children’s Centre
Volunteered with children with disabilities such as autism and cerebral palsy. Assisted in organising and co-ordinating activities. Placed in charge of supervising day trips and daily arts and crafts sessions.
July/ August 2007 - 2009 Habonim Dror Camp Counsellor
Residential Summer Camp leader for children aged 11-15 for three consecutive summers. Responsibilities included planning and running activities, discipline of children, working in a team of 20 individuals, often with strict financial and time constraints. In charge of physical and welfare needs of children during a 5-day hike, and taught the children about navigation and survival techniques.
September 2008 – April 2009 Manchester High School for Girls Preparatory Department
After school care assistant for children from reception to year 6. Monitored and helped the children while they did their homework, led activities on a daily basis, and supervised the children during breaks.
Working as a year 3 teaching assistant granted me an insightful opportunity to have a role in well executed lessons, conduct group work, provide written and verbal feedback, and aid children with literacy, guided reading, numeracy, and phonics.
July-August 2013 Children’s Day Camp Leader (Camp Kochavim)
Designed and ran a 2 week programme of activities for a group of 20 children (9-10 years old). Responsible for direct safety and supervision of the children. Ensured that the daily schedule ran on time and dealt with disciplinary and welfare issues. Assisted in monitoring lunch times and admin tasks such as morning registration and wall displays.
July – August 2011 Summer Camp Director
Responsible for the oversight and running of a day camp, as well as being loco parentis of the children. Headed up a team of 16 leaders, delegating roles for various activities. Supervised feedback sessions and staff welfare. Involved in the organisation of camp logistics, and liaising with parents.
July – August 2010 Head of Catering and Welfare
Consulted with members of the camp (8-11 years old) on a daily basis with regard to any issues including bullying, illness, allergies and bad behaviour. Involved in counselling children and in processing welfare procedures in line with camp protocol. Planned menus and organised rotas and schedules to ensure efficient service of food. Cooked meals within an allocated budget whilst running the kitchen and managing a team of 6 individuals.
January 2009 – May 2010 Cefli Aviv Children’s Centre
Volunteered with children with disabilities such as autism and cerebral palsy. Assisted in organising and co-ordinating activities. Placed in charge of supervising day trips and daily arts and crafts sessions.
July/ August 2007 - 2009 Habonim Dror Camp Counsellor
Residential Summer Camp leader for children aged 11-15 for three consecutive summers. Responsibilities included planning and running activities, discipline of children, working in a team of 20 individuals, often with strict financial and time constraints. In charge of physical and welfare needs of children during a 5-day hike, and taught the children about navigation and survival techniques.
September 2008 – April 2009 Manchester High School for Girls Preparatory Department
After school care assistant for children from reception to year 6. Monitored and helped the children while they did their homework, led activities on a daily basis, and supervised the children during breaks.
School placements
GPP
With a lovely Y2 class in Bowdon. The school and staff were so warm and welcoming. My AT was lovely and incredibly supportive. I only hope to be a teacher like her one day! The school was C of E school and the number of pupil's with pupil premium or EAL was very low. This was a big contrast to the school I had worked in as a TA, in which over half the pupils received pupil premium. I thoroughly enjoyed my placement and appreciated the chance to experience a different type of school. It was enlightening to see first-hand how children's backgrounds directly impact upon their learning.
KS3
My KS3 placement was amazing and I learnt so much from my short time there. The school was an inner city academy in London. It was incredible to observe how strong and consistent policies and systems can really enhance education and remove barriers to learning. The school was a teaching school so was very welcoming, a lot of the staff were either teach first or school direct trainees or graduates. I was fortunate enough to see some outstanding and engaging lessons.
EYFS
I adored my EYFS placement, which was in a fantastic school in Sale. The staff were so welcoming and I felt like I had become part of the team during my short time their. It was interesting to see the foundations on which children's learning is built upon and how the effective strategies that were used are applicable right they way up the school I learnt a great deal from my 2 weeks there, and was very fortunate to have had the opportunity to observe such a talented and dedicated team of staff. The children were lovely and had such a willingness to join in and learn.
Enquiry Placement and FPP
My Enquiry placement and FPP will be at a one form entry school in Hale Barns. This school is a very high achieving and oustanding school. For FPP I will be with Year 6, although this is a daunting experience, I am viewing it as an amazing opportunity to learn and challenge myself, in order to enhance my professional development.
With a lovely Y2 class in Bowdon. The school and staff were so warm and welcoming. My AT was lovely and incredibly supportive. I only hope to be a teacher like her one day! The school was C of E school and the number of pupil's with pupil premium or EAL was very low. This was a big contrast to the school I had worked in as a TA, in which over half the pupils received pupil premium. I thoroughly enjoyed my placement and appreciated the chance to experience a different type of school. It was enlightening to see first-hand how children's backgrounds directly impact upon their learning.
KS3
My KS3 placement was amazing and I learnt so much from my short time there. The school was an inner city academy in London. It was incredible to observe how strong and consistent policies and systems can really enhance education and remove barriers to learning. The school was a teaching school so was very welcoming, a lot of the staff were either teach first or school direct trainees or graduates. I was fortunate enough to see some outstanding and engaging lessons.
EYFS
I adored my EYFS placement, which was in a fantastic school in Sale. The staff were so welcoming and I felt like I had become part of the team during my short time their. It was interesting to see the foundations on which children's learning is built upon and how the effective strategies that were used are applicable right they way up the school I learnt a great deal from my 2 weeks there, and was very fortunate to have had the opportunity to observe such a talented and dedicated team of staff. The children were lovely and had such a willingness to join in and learn.
Enquiry Placement and FPP
My Enquiry placement and FPP will be at a one form entry school in Hale Barns. This school is a very high achieving and oustanding school. For FPP I will be with Year 6, although this is a daunting experience, I am viewing it as an amazing opportunity to learn and challenge myself, in order to enhance my professional development.