I assist the Programme Director in the design, implementation and delivery of top-quality, philanthropic photographic training courses for youths who live in some of the most deprived areas of the country. I use my decade of educational expertise to collaborate on the design of workshops with professional photographers who may not have experience in education. I network with and book the photographers myself, ensuring consistent high quality artistic talent throughout the 10-week courses.I am the Designated Safeguarding Lead at Positive View Foundation and, as such, take responsibility for Safeguarding Policy documentation and implementation. I strive to ensure my colleagues recognise the fundamental importance of best safeguarding practice in educational institutions.We are a small team, working to an extremely tight schedule. For this reason, my work duties can vary dramatically: from delivering social media campaigns to industry standard photography exhibitions in the heart of Central London's creative quarters. I pride myself on my flexibility, high standards and attention to detail.

Providing support and assistance to staff and students at Positive View Foundation. The Wellbeing & Mentoring Executive acts as the intermediary between the charity itself and its participants. This role involved working closely with participants, both one-on-one and collectively, attempting to motivate them to use their newfound photographic skills to promote a greater sense of wellbeing. The job included tutoring participants on photographic skills; supporting and safeguarding participants' mental health; supporting third-party photographic tutors during their workshops; networking with photographers and Arts industry executives; and assisting the Director of Programmes as and when needed.

 Designed an original and unique CLIL-style 13-week Social Studies syllabus. The course taught the grammar, topical vocabulary and content necessary to provide an overview of British Society to Japanese learners. I designed all the lesson materials, teachers’ notes and exam materials. I managed two other teachers who helped me deliver the programme to over 100 students. Coordinated extra-curricular Conversation Classes for students. I oversaw timetabling and micro-managed the untrained Conversation Teachers. Ran a CPD session on the teaching of pronunciation for my colleagues. Organised an optional 10-week Music programme for musical students at the college. I also liaised with the organisers of local festivals to give the students the opportunity to perform for English audiences. Tutored classes of Japanese Trainee Teachers in practical teaching and presentation skills alongside English language.

 Taught a large range of students (between levels A1 and C2). Created and organised a stock of teaching materials for other teachers at the school.  Received exemplary praise, from my superiors and my students, regarding my thorough lesson plans and my ability to teach in an extremely engaging manner.

 Tutored children (aged 7 – 12), teenagers (15 – 17) and adults (18 – 63) over a three-term academic year. Prepared students for a range of exams, which included Cambridge KET, Cambridge FCE, Cambridge CAE, Trinity ISE I and Trinity ISE II. Created, adapted and maintained a curriculum for 7 classes over 9 months. Responsible for the health, wellbeing, education and entertainment of children’s classes.

 Immediately recruited by the same school which trained me as a teacher. As of Summer, 2015, St Giles was the best language school in Brighton and the tenth best in the UK (based on external evaluations). Designed my own lesson plans featuring original tasks and materials, alongside adapted material from course-books. Liaised daily with other teachers to create a cohesive timetable of lessons which enhanced the efficiency of the syllabus. Received the best teacher rating of any newly recruited teacher at St Giles during Summer 2015.