I teach various undegraduate modules within the fields of education and childhood studies across all years and on all degree schemes. Beyond my teaching duties, I supervise dissertation students, have personal tutees and oversee the departmental peer support scheme as well as marketing. I am also year tutor for Year 1 and work on research in the field of digital education, mathematics teaching, technology-enhanced learning and part of the Educational Technology Research Group in Aberystwyth, and the Wales Collaborative for Learning Design (WCLD).

I am running two modules in the University's Lifelong Learning Department that aim to develop students' mathematical knowledge and skills and boost their confidence. These modules are primarily aimed at ITE and Nursing students and are accepted as a recognised GCSE C equivalent across the Welsh partnership.

As a PG tutor at the Mathematics Department, I was teaching the calculus and further algebra and calculus tutorials on Year 1, and introduction to statistics and pure maths tutorials on Year 0. These tutorials address topics relating to lectures and assignments, providing an opportunity for deep learning and the development of higher order skills, such as being able to apply knowledge in a more general setting, my duties also involve marking and occasionally replacing demonstrators in some other modules when needed (eg applied statistics, Year 2).

I was responsible for coordinating over 200 peer mentors and 30 scheme coordinators across 17 departments in the university. My other duties involved collecting and analysing data, generating reports, creating and delivering training and communicate the next steps and tasks towards the mentors and their departmental coordinators. My role also involved pastoral support for the mentors and and the mentees, and signposting to relevant services when necessary.

As a senior peer guide at the Education Department, I mentor our mature students and other undergraduate mentors to make sure our scheme runs efficiently. My duties also involve calling two meetings each term to assess the scheme and discuss how we could potentially improve it.

I taught year 3 education and childhood studies students who attended the module 'Mathematical Development in the Early Years'. During these seminars we focused on developing a deeper understanding of what they have been taught during lectures; students are required to engage in small group discussions related to tutor-led tasks. Additionally, I was also involved in marking papers for certain modules across all years.

I worked on Open Days and Visiting Days run by the university. My duties included meeting and greeting visitors and prospective students and their families, showing around campus and answering any questions they might have about the university.

As a demonstrator, I attended workshops run by the Computer Science Department. These workshops aim to address the mathematical development of computer science students who find it useful to have an extra member of staff present to facilitate their learning.

I mentored first-year students who might need a bit more help with university life because of their background. I also had some Erasmus students and year repeaters amongst my mentees, who also found it helpful to have some additional guidance.

The role of peer mentors (peer guides) is to help year 1 students with their transition to university within their departments. I worked as a peer guide in both the mathematics and the education department.

My main duty was to deliver the maths equivalency course within the Department of Lifelong Learning. The role also included pastoral and administrative duties, such as developing the final assessment.

I was a tutor in the Further Mathematics Support Program for Wales, where I teach students from Year 12 and 13. The main focus of this program is to prepare these students for university admission tests (MAT, STEP etc.) and to provide opportunities to explore their A-level topics in more depth. We also provided revision sessions to help them perform better on their finals. I mainly taught SUMP and MAT materials to year 12 students and occasionally led revision sessions in pure mathematics for both AS and A-level.

During my time teaching mathematics one-to-one in Wales, I learnt a great deal about the mathematics curriculum and expectations towards children in England and Wales. I also gained a rich mathematical vocabulary in English and developed my communication skills and confidence in teaching through the English medium. I have further developed my organisational and time management skills as I work as a tutor while I am studying at university.

As a volunteer at Home-Start UK I supported vulnerable families that may be in a difficult position due to isolation, depression, multiple births, domestic abuse, unemployment or any other issues that might affect families with young children. I volunteered 3-4 hours a week and provided emotional support or practical help with the household, the children etc. During my time at Home-Start, I have gained a strong understanding of confidentiality and its importance, I developed my active listening and mentoring skills as well as learnt to keep organised records of my visits. Safeguarding was also very crucial in my work, as a volunteer and I gained significant experience in sharing concerns with supervisors and working towards a possible solution together whenever needed.

Throughout my internship at Engame I held a series of academic writing workshops with another intern which has developed my team working and cooperation skills, I also gained experience in organising and creating lesson plans and exercises for prospective university students. I delivered two full-day workshops to introduce students to the UK higher education as well as giving them guidance with moving to the UK and all other administrative tasks. I worked closely with the director of Sophomore year to create a series of skills building workshops and founded the Engame Alumni Society to organise events and create a regular news letter for the alumni. As a member of the Engame community I also took part in organising and executing the summer camp for current and fresher students at the academy where I worked with another member of staff as team leaders of a group of 11 students aged 15-18. During the camp I was managing and guiding my group which improved my leadership and delegating skills.

Throughout my high school years I was working in my home as a one-to-one private learning mentor for 7-16 years old children who needed help with their mathematics studies. This gave me the opportunity to learn how to manage my time and organise my schedule as well as to remain flexible and adaptable at the same time. I have gained useful experience in solving and analysing problems and working on a plan which gives the best possible improvement for each pupil. I have improved my communication and listening skills as well as my creativity whilst explaining abstract and complex ideas by taking them into apart so the pupils could deal with them step by step. I also developed my commitment to diversity and equality as I had to teach several pupils with different social and ethnic backgrounds.

As a part of my 50 hours of community work I spent a month helping 14-16 year old SEN pupils' learning development while improving their understanding of literacy and numeracy. This gave me a chance to advance my non-judgemental approach in teaching and further develop empathy. I have also excelled my independent working skills as much as working as a part of a team since discussing the development and teaching plans of each individual requires cooperation with other teachers.

During the academic year in 2014/15 I was tutoring 14-16 old students who had difficulties with mathematics, physics or chemistry. While working with these students, I had to create personalised learning plans and see the problems and solutions through to the end. Working on developing grades improved my problem solving and planning skills as much as my creativity since I had to engage students and explain abstract ideas to them.

My second internship at the above nursery school enabled me to further develop my experiences and skills that are required when looking after young children. I also gained an understanding of the importance of different activities in children lives and how they promote young children's learning.

In the summer camp I had the chance to work with and coordinate 12-13-year-olds and excell my delegation, planning and organising skills. I have also gained useful experiences in taking responsibility and care for children of this age while engaging them in a wide range of activities.

During my summer internship in Lurko Kucko Nursery School I was working with young children (1-6 years of age) and developed valuable skills such as respect and fondness for children, ability to inspire and motivate young children while engaging them in different programmes; I have built patience and being responsible and gained a caring nature, a sense of humour and understanding of the needs and feelings of young children.