A significant undertaking, this role involved leading and harmonising a team of 7 highly qualified educators and trainees towards rebuilding an MFL department in desperate need of reform in the context of a highly successful comprehensive school with an unapologetic and ambitious vision for teaching at least one language to all children to the age of 16 and beyond. To succeed, the intention was a complete remodel of the curriculum, a deep overhaul of pastoral procedures and the creation of strategies for monitoring students’ progress.The implementation stage was littered with challenges such as refining the domain and scope of the curriculum to ensure an optimum progression model and working on all stake holders’ mind sets to embed the plethora of changes needed right from the start.The measurable impact is on the children’s outcomes where the last examination series showed an improvement of half a grade average per student in the very difficult circumstances imposed by the pandemic.

I will always remember this position in education as my favourite, albeit most emotionally draining experience.The vision was to foster and lead the 224 boys and 8 form tutors under my responsibility with a simple motto: “We do the right thing, because it is the right thing to do.” The intention was to empower staff and students to achieve the best GCSE outcomes the school had ever enjoyed.To implement this intention and fulfil the vision, strong pastoral communication and collaboration with a range of stake holders ranging from the boys and their families, the school leaders and my tutor team was needed. This was underpinned by a “War Wall” strategy setting out the overview of students’ academic progress and welfare.While the year groups I led never quite attained the best results the school had ever seen, the first year group attained the second ever bet set of GCSE results and the second attained the best progress measures.However, transcending the notion of results was the realisation of the importance of nurturing strong positive relationships through effective communication based on the awareness of all stake holders’ needs and aspirations.

First teaching position after obtaining Qualified Teacher Status. This position allowed me to develop my teaching skills further and offer German.

A riveting project in a very busy call centre environment operating around the world managing and training associates with different languages skills. The position required enhancing productivity through the use of operating systems and strategies for developing and maintaining effective communications with clients.

Specialised language tutoring for undergraduate students. This position gave me the opportunity to work on three main projects:1- developing an exchange between the world famous Université de La Sorbonne using my connections in the academic world.2- planning and delivering the interview a a famous French rap band (Le Sayan Supa Crew) in the context of the Liverpool based music festival Africa Oyé. I took this chance to work very closely with a group of 7 final year students.3- staging the performance of the Malade Imaginaire by Molière collaboratively with connections made during my stay.