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.
