Inspiring our future generation in Technology and Art.

A bilingual technology teacher in Madrid, responsible for ensuring a large amount of out-of-class planning and curriculum development had been undertaken to ensure all students have the ability to progress and develop with a keen eye on my delivery of the subject accessible to students with a varied range and english ability. Strategies are developed and scheduled for each day’s lessons, including assessment for learning being a key focus. Planning activities, projects, games and group activities that will encourage students to learn the material and interact in their non-native language is an integral part to the students development.TeachingTeaching students in two different languages has it's challenges. Giving a lesson in students’ non-native language can lead to confusion, loss of interest or get frustration. lessons produced are engaging and ensure that each student is keeping up with the context being taught. This could involve periodic check-ins, translating certain words or sentences, or explaining certain words or concepts. A key focus is to teach students not just about another language, but about other cultures as well. This may involve integrating elements from the students’ native culture as well as one or several foreign cultures. For example, a bilingual teacher trying to teach native-English-speaking students about Spanish language and culture could teach her students about Latin American history, food, traditions, sports and culture. This provides a good opportunity to incorporate new vocabulary and idioms into the lessons.GradingIn addition to grading students, a key focus is assessment for learning on a termly basis and assess the students' competency in their non-native language. I monitor the topics I have covered and students overall grades, behaviours, absence and general classroom progress by keeping weekly, monthly and quarterly records of the students’ and report them to the school’s head of studies if any issues arise.

Responsible for leading sessions teaching enterprise, over three days, to a team of twelve young people. Young adults are taken on visits to local community groups (including youth clubs and homeless centres) so that the young people can pass on their skills, culminating in a showcase performance. Over the summer.With established experience of facilitating enterprise sessions with young people. This role and demanding position which involved supporting the skill development of twelve sixteen-year-olds was a refreshing experience and incredibly rewarding. Skills essential for this role involved;Facilitation and leading enterprise workshopsExperience of working with young people.A belief in the potential of young people and the ability to build a rapport with young people.Energy and enthusiasm to enable young people to use their skills to learn from their community.A willingness to take responsibility for delivering a challenging and safe experience for participants.

Managing a range of mixed ability students for a pioneering project where students have the opportunity to see the world of design, Engineering and construction hands on. Working on a real life site, called the Weavers Triangle in Burnley this live project allowed the students to develop and work with tools and equipment in an industry they initially had no idea existed. The Project was an extra curricular activity and all visits and risk assessments were completed in my own time. The Design Engineer Construct!® curriculum is aimed at a generation of tech savvy young learners, who need support to grasp the application of pure subjects and how they relate to solving some of the world’s greatest challenges in sustainable living.

The Logistics Officer is responsible for the set-up and oversight of the Real Challenge programme. This includes all the purchasing for the community projects designed by teams of young people including proofing and printing promotional material as well as compiling details on the projects throughout the summer to brief other supporting staff. The Logistics Officer reports to the Assistant Programme Manager.A role suitable for an organised and efficient person with experience of multitasking, relationship management and experience of working in a demanding environment.

To observe and record the progress of the class. Plan lessons in line with national objectives with the aim of ensuring a healthy and diverse culture of learning.Responsibilities consist of keeping up to date with developments in the specialist subject area, creating new resources, methods and national objectives. The role involved liaising and networking with other professionals, parents and carers, both informally and formally.Day-to-day activities included:preparing and delivering creative lesson to a range of classes of different ages and abilities;marking work, giving appropriate feedback and maintaining records of pupils' progress and development;researching new topics, maintaining up-to-date subject knowledge and devising and writing new curriculum materials whilst liaising with the rest of the department;selecting and using a range of different learning resources and equipment, including pod-casts and interactive whiteboards;undertaking pastoral duties, such as taking on the role of form tutor, and supporting pupils on an individual basis through academic or personal difficulties, taking on the challenging role of 'loco parentis';An important aspect is also preparing pupils for qualifications;managing pupil behaviour in the classroom and on school premises, applying appropriate and effective measures in cases of misbehaviour;supervising and supporting the work of teaching assistants, trainee teachers and newly qualified teachers (NQTs);participating in and organising extracurricular activities, such as outings, social activities and sporting events; participating in departmental meetings, parents' evenings and whole school training events;liaising with other professionals on a daily basis, such as learning mentors, careers advisers, educational psychologists and education welfare officers;undergoing regular observations and participating in regular in-service training (INSET) as part of continuing professional development (CPD).

This role requirements were as follows;Processes all new account transactions; Assisting customers in their selection of various accounts and financial services;Cross-selling the Bank's products and services; opening, maintaining and closing of all account types; Performing branch clerical duties; Promoting business for the Bank by maintaining good customer relations and referring customers to appropriate staff for new services Requirements involved being fully knowledgeable and skilled in the areas of being a cashier, the different areas of business, mortgages, discussing and accepting credit applications, and most of all required to provide leadership, training and support to less experienced members of the organisation to ensure consistency and accuracy was maintained.