Roberta Congiu Email & Phone Number

Gothenburg, Sweden

Stirling

Santiago Province, Chile

Alva, Clackmannanshire

Due to the absence of a permanent member of staff, I was responsible for teaching classes of S1-S4 with the view of helping them to continue their English courses and completing all relevant assignments.

Alloa, Clackmannanshire

Due to the under-privileged catchment area of Lornshill Academy, my focus was to effectively manage resources and ensure that I established excellent relationships with all pupils which I believe reflects one of my key strengths. I have achieved this by:• Setting high standards for each pupil and encouraging them to fulfill their potential.• Operating an open-door policy where all pupils know they are welcome to see me at break times or after school to obtain help with their work or for general support and advice.• Frequently collaborating with Support for Learning and Guidance staff to discuss my use of appropriate strategies in the classroom. This has positively influenced my ability to develop each child’s potential and allows me to meet the needs of every learner.• Displaying pupils’ work as a celebration of their achievements. I believe the classroom environment and layout play a crucial role in facilitating the learning and teaching that occurs in the class. I have taken pride in ensuring that my classroom is filled with colourful displays. This makes pupils’ space welcoming and stimulating. As a result of this, all pupils in my classes feel valued and therefore, excellent discipline prevails.• Effectively using the library as a valuable resource for pupils to access literature which will widen their horizons and improve their literacy skills.• Using ICT materials which contribute to stimulating pupils’ desire to learn and achieve in my classes. I am also a confident user in Promethean/Active Inspire boards.• Strongly encouraging class debates and discussions, practical activities, enterprising group work and peer assessment. These have been very effective in allowing pupils to take responsibility for their own learning.• Using Assessment is for Learning techniques such as starter activities, sharing the learning intentions and success criteria, questioning and summary sessions, which have enhanced learners’ experiences.

Inverkeithing, Fife

As an effective member of the English department at Inverkeithing High School, my focus was to actively participate in the development and implementation of new resources to facilitate the delivery of ‘A Curriculum for Excellence’ and the National Qualifications by:• Creating new, stimulating and challenging Added Value Units for National 4/5.• Creating a detailed Close Reading booklet for National 5 which was used throughout the department.• Creating a variety of Media units for use across the junior school and for National 5. Having studied Film and Television in the first two years of my university degree, I was well qualified to do so.• Contributing to the verification process within the department, marking and cross-marking National 4/5 papers with other members of the team and being actively involved in the moderation process.• Attending networking sessions with other English teachers within the local authority to discuss standards of assessment in relation to the new National and Higher qualifications. I value my professional development and take every opportunity to enhance my teaching skills and knowledge of the curriculum by attending relevant courses and workshops.• Creating and implementing new units of work for various texts, including assessment tools such as essay plans and differentiated worksheets which have raised attainment within my classes.

Callander, Stirlingshire

McLaren High School is based in a rural catchment area with a very close-knit community. As a result of this, my main priority was to establish excellent relationships with pupils, parents and staff members. I achieved this by:• Supervising the Fun Time Club once a week. This is a valuable space for young people to feel secure within the school. This experience allowed me to forge closer links with pupils I would not necessarily meet or teach.• Starting a Meditation Club to encourage pupils to become more mindful, increase their concentration levels and promote emotional intelligence. These qualities are necessary to become confident individuals.• Offering supported study sessions at lunchtimes and after school. This gives the pupils the opportunity to consolidate their learning.• Dedicating my time to coaching senior pupils struggling to meet their full potential. I met with them once a week to discuss ways in which they can improve their study skills and offer advice and support.• Offering extra study sessions to pupils with additional support needs where I helped them build life skills such as writing a CV or formal letter. This helped them enhance their literacy skills as well as develop core competencies.• Participating in parents’ evenings to discuss pupils’ progress and areas of development as well as writing pupil reports to track their progress.• Effectively participating in the Learning and Teaching working group where I engaged in a professional dialogue with colleagues to share good practise.• Being an effective member of the Positive Ethos working group where I developed and implemented strategies which raised standards of behaviour and promoted a positive ethos throughout the school.• Establishing a partnership with the University of Glasgow and organising library passes for the Advanced Higher English students. This resulted in the pupils gaining access to excellent academic resources which greatly benefited their dissertation research.

Pgde Secondary Teaching (English), Pgde Secondary Education

Ma English Literature, English Language And Literature/Letters