Luna Serratore

Early-career Secondary Spanish teacher with a PGCE from the National Institute of Teaching, BA (Hons) Education Studies and Early Years Teacher Status.

Experience teaching Spanish independently across Years 7–10, with increasing responsibility for GCSE Year 11 and additional exposure to KS5 through contrasting placement. Strong AQA Spanish knowledge, with particular strengths in curriculum sequencing, retrieval, speaking, assessment and targeted intervention. Confident adapting teaching for EAL, SEN and mixed-attainment learners while maintaining high expectations.

Strong classroom presence developed through experience teaching challenging groups and building positive relationships with pupils.

Native

Italian speaker with the ability to teach French at KS3, and confident using technology to support planning, teaching, assessment and independent language learning.

Bilingual Specialist at Park View School (2026-09 – Present)

Support pupils with language development and access to the curriculum, drawing on multilingual learner, teacher and native Italian speaker experience.

• Adapt communication, explanations and learning support according to pupils' individual language needs and levels of understanding.
• Work closely with classroom teachers and colleagues to help pupils access learning, participate confidently and develop greater independence in communication.
• Apply knowledge of EAL and multilingual learners to identify language barriers that may affect engagement, participation and access to the curriculum.
• Develop understanding of how pupils' linguistic backgrounds can influence their learning and use this to provide more inclusive and accessible support.
• Build on secondary teaching experience by responding to individual needs and working collaboratively to remove barriers to learning.

Teacher Trainee (PGCE – Secondary Spanish) at Eden Girls' School (2025-09 – 2026-07)

Planned and taught Spanish independently across Years 7–10, with increasing responsibility for GCSE Year 11, maintaining high expectations across mixed-attainment classes.

• Designed a six-week Year 7 curriculum sequence centred on five high-frequency verbs, using cumulative retrieval and structured speaking to help pupils move from recognising language to retrieving and applying it independently.
• Identified that several Year 9 higher-tier pupils were struggling to produce 50-word responses using past, present and future tenses; planned targeted writing lessons and introduced weekly writing-passport assessments, with 100% of the class working above expectations in the final assessment.
• Analysed GCSE assessment information and supported targeted Saturday-school speaking intervention for Year 11 Foundation pupils; teacher feedback indicated particularly strong speaking performance and that the majority subsequently achieved grade 5.
• Designed and implemented a focused EAL intervention for a Year 7 pupil using assessment information, visual scaffolding, explicit modelling and structured oral rehearsal; increased independence in written work and reduced reliance on direct teacher support.
• Adapted teaching and resources for pupils with SEN, EAL and different starting points, working with mentors, the SENCO and teaching assistants to maintain access to an ambitious curriculum.
• Developed strong classroom presence through consistent routines, clear expectations and positive relationships, with mentors identifying classroom presence as one of strongest areas.
• Undertook pastoral responsibilities as a co-tutor, supporting punctuality, attendance, uniform, equipment and organisation, and communicated with parents regarding both achievement and areas for improvement.
• Contributed to parents' evenings, educational visits and wider school activities, including taking responsibility for a group of pupils throughout a school trip to France and supporting pupils during a Cadwalader leadership day.
• Used digital tools to support planning, retrieval, independent language learning, assessment and communication, including LanguageNut, Microsoft Teams, Blooket, Bromcom and Class Charts.
• Participated in AQA GCSE moderation meetings and National Institute of Teaching moderation activities for GCSE and A Level, strengthening understanding of assessment standards and progression.

Teacher Trainee (PGCE – Secondary Spanish) – Contrasting Placement at Harris Academy Chobham (2026-01 – 2026-02)

Taught and supported Spanish across KS3 and KS4, working with pupils to develop vocabulary recall, reading and speaking across different attainment levels.

• Observed Spanish teaching across KS3, KS4 and KS5, including Year 12, strengthening understanding of progression from foundational language learning through to GCSE and A-Level expectations.
• Worked with small groups and individual pupils to develop confidence and accuracy in speaking and written language.
• Participated in departmental CPD, including training on the new GCSE Spanish specifications and assessment requirements.
• Marked and assessed pupils' work in line with departmental expectations, developing understanding of how assessment and feedback support progress.
• Adapted to a different school's behaviour systems, routines and expectations, developing confidence in managing classroom behaviour and establishing positive relationships with pupils.

Early Years Teacher at Broadhurst School (2022-09 – 2025-07)

Planned and delivered lessons for children aged 3–4 in a structured and fast-paced learning environment.

• Led planning meetings and collaborated with colleagues to design engaging learning activities.
• Adapted teaching to support pupils with SEN and EAL.
• Assessed pupil progress and communicated outcomes clearly with parents during meetings and reports.
• Developed strong behaviour management and classroom organisation skills.

Early Years Room Leader at Monkey Puzzle Day Nursery (2020-07 – 2022-09)

Supported children aged 0–4 with their learning and development.

• Planned daily activities linked to the Early Years Foundation Stage (EYFS) curriculum.
• Monitored children's progress through observations and assessments.
• Used bilingual skills to support children with English as an Additional Language.

Postgraduate Certificate in Education (PGCE) in Secondary Spanish – National Institute of Teaching (NIoT) (2025-09 – 2026-07)

Early Years Teacher Status – Middlesex University (2022-11 – 2022-11)

BA Education Studies Spanish Stage 4B in Education Studies – London Metropolitan University (2020-07 – 2020-07)

GCSE Equivalency Examination in English – Inst Equivalency Testing for Career Development (2021-07 – 2021-07)

Diploma in Dental study, prosthesis and dental devices – Institute IPSIA E. Fermi (2012-06 – 2012-06)