History teacher
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I have over three years of teaching experience as a main class teacher in two mainstream schools and one private school, in addition to this, I also have one year experience as Head of Humanities (History and Geography). I have experience teaching both key stage three and four history. I believe I am best suited to this position of a History teacher as I have managed the humanities department for over a year and therefore have an excellent level of understanding on using data to inform target setting and planning.
As a class teacher, I use data from summative assessments to track upwards and downwards trends and use intervention strategies such as booster sessions or an intervention catch-up plan to ensure pupils do not have gaps in their learning. Data is also used to ensure pupils from all backgrounds have goals set for them which provide sufficient challenge.
I consistently have a positive attitude with the aim to be a role model for young people. A well-rounded individual has a higher chance of success in life and as teachers we have the duty of loco parentis and therefore should be developing our pupils to be well rounded individuals. I use appropriate classroom organisation for curriculum objectives, ensuring each lesson contains retrieval activities to benefit pupils long-term retention.
I also use live marking actively to ensure feedback is provided to pupils promptly, with the aim to motivate pupils in their learning.
Having worked in three inclusive environments, I have experience of working with pupils who have English as an Additional Language, as well as pupils with additional needs. I understand the importance of collaboration and always work with the SENCO to ensure the highest level of education is provided to all pupils, in every lesson. I am fluent in four languages: English, Urdu, Bengali and Sindhi.
Although a history specialist, I have vast experience of having taught geography as a long cover teacher. My previous role as Head of Humanities has meant I have run many department meetings both internally and entire staff meetings and have been responsible for the minuting of these minutes. I actively participate in school meetings which are led by any staff member.
I have experience of completing risk assessments for any external trips which involved my department, alongside all the planning and booking the coach. This has given me a great insight on the level of consideration required where pupils will be leaving the school premises. It is very important to me to give each individual pupil the respect they deserve, I have first-hand experience of how compassion brings out the best in young people.
I have high expectations in the classroom and have consistently produced great GCSE results in each class I have seen through GCSEs, with every cohort achieving up to grade 9.
My responsibility as a Head of Department included carrying out learning walks, full lesson observations and book scrutinities, alongside ensuring the strategic overview calendar is followed correctly, this has provided me with excellent experience of managing deadlines and ensuring efficiency. I set homework regularly which is at an appropriate level, in line with school guidelines.
My behaviour management has improved with each year of experience I have gained, I understand the importance of implementing the school's behaviour policy and am familiar with SLANT, whilst being empathetic to ensure uniformity in all classes and have been praised for maintaining a presence within the classroom. I believe in positive reinforcement where appropriate, the use of rewards can often be sufficient without the need to impose sanctions in line with the school's policy. My own teaching has been called 'animated', I believe being at the pupils level whilst maintaining authority is important as pupils often gain respect for such teachers.
This respect leads to overall better behaviour. I am always willing to learn and take techniques which work for colleagues and use them within my own classroom, being adaptive in my methods often has a positive outcome.
I have experience in safeguarding and the promotion of welfare of students, ensuring the classroom is a safe and stimulating environment for all pupils, rooted in mutual respect. I take my responsibility as a teacher beyond the class, ensuring pupil welfare is number one on the list of priorities, I am up to date with regular CPD on safeguarding, and have extremely high expectations of behaviour. I actively participate in whole school extra-curricular activities and have an excellent level of communication with all stakeholders, including governors, parents/guardians, external agencies such as police in the case of safeguarding events and colleagues.
I am a team player and meet all deadlines in a timely manner. In my second year of teaching, I was provided a certificate from SLT in a whole school meeting for contributing heavily towards the wider life of the school. As a Head of Department, I worked closely with colleagues to ensure targets are met and as a subject teacher I aim to be a present member of the department who values colleagues and inputs contribution to the workload.
I believe I am a great role model who is professional, optimistic and has initiative. Throughout my experience, I was a form tutor for over two years. I thoroughly enjoy this time as I am able to build a professional bond with pupils, whilst ensuring pupils were well prepared for learning each day.
Having created lesson plans for many years on PowerPoint and word, and having used excel to track data, I am confident with technology and the changes in technology. In my PGCE year, we were encouraged to use new technology such as cloud, this has provided me with further confidence using IT. Throughout the Covid-19 period, I relied heavily on technology to support the school and improve the curriculum.
My Head of Department role gave me experience of working with parents/guardians frequently, alongside supporting staff who were new to the profession. As a teacher, I attend parents evenings to discuss pupils progress and provide relevant information to third parties as necessary.
I have created the schemes of work for history key stage four and have collaborated with staff in creating the key stage three schemes of work in a previous school, where I was Head of Humanities. I also have worked closely with an ex-Ofsted lead inspector who trained and supported me to create assessment objectives for key stage four history, the purpose of which would allow pupils to be responsible for their own learning, whilst stretching pupils reaching a mastery level and providing sufficient scaffold for those who struggle. Pupils uses the assessment objectives to track their own learning and understand what needs to be achieved to reach the next flight path.
As a subject specialist Head of Department, I worked closely with the Deputy Head and Senior Leadership Team to ensure the smooth running of my departments and am often praised for my time management and work ethic. Having created schemes of work and assessment objectives, I am very confident in understanding the resources which ensure high quality teaching and learning. I have obtained a first-class result in both of my written assignments in my PGCE and I feel this attests towards my dedication to be an outstanding practitioner.
I am aware of pupils capabilities and understand how to build on this, ensuring lessons are planned with both a long term and short term plan. I use academic research to inform my practice, learning different pedagogies. Having worked with pupils of all abilities and needs, I have excellent understanding on assessing the needs of individuals and work with colleagues such as learning support assistants and SEN co-ordinators to best support pupils.
I work with colleagues to ensure all of my lessons cater towards all pupils. As mentioned above I have a vast amount of experience of using data from summative assessments. Alongside these termly assessments, I use assessment for learning strategies in daily lessons to progress track classes, evaluate the impact of the lessons and adapt my lessons and teaching strategies as necessary.
I have used exit tickets to determine the success of new strategies implemented from academic research. I deliver high quality lessons which have depth and breadth and use OFSTED’s criteria for outstanding lessons in my planning. In every school I have been, I developed effective professional relationships with colleagues, knowing how and when to draw on specialist support.
I am always willing to attend agreed professional development courses/school INSET dates to update and improve my skills.
My experience of having worked in multi-cultural schools with pupils from many cultural backgrounds has given me valuable experience and I am committed to inclusive teaching and learning. I have a firm belief that education is for everyone and should be accessible to everyone. I have excellent subject knowledge.
I passed all elements of my subject audit in my PGCE and this is evident of my knowledge. Having taught for over three years and consistently reading on history out of a general interest, my knowledge is at a very good level. I have a personal interest in promoting the value of scholarship and am a member of the Historical Association.
I am able to confidently teach both key stages three and four and have experience teaching both key stages. I take the initiative to learn where necessary, a key example of this is during the lockdown period when GCSEs were replaced with predicted grades, I used the AQA website to provide myself with valuable CPD on marking and assessing, ensuring the predicted grades given to pupils was as accurate as possible and fair. GCSE History (AQA) has a component which changes annually, to ensure my knowledge is at a high standard, I always take out the time to research and learn about the new component as it will always be the first time teaching the site annually, prior to teaching it to pupils.
I believe in continuous personal and professional development, always trying to improve the way I teach to ensure my lessons are inspiring, engaging and keeping pupils motivated, some of which are OFSTED's criteria for an outstanding lesson. I promote high standards of literacy and make cross-curricular links in my lessons, where possible. Pupils of all abilities must be catered for, from pupils with special needs or those who have English as an additional language.
Pupils must be challenged within all lessons and be making progress within my lessons I like to have all pupils participating and contributing to the lesson as well as interacting productively with each other. I believe my subject knowledge supports me in being able to challenge pupils with the use of questioning and to ensure high standards are achieved. My organisational skills are outstanding, having completed an LLB whilst completing my family is evident towards my determination and skills.
I have completed my PGCE in secondary history and am expecting to receive qualified teacher status in early January 2023/late December 2022. I am familiar with threshold standards and am meeting targets set in my current workplace, I have met all targets set annually and aim to continue doing so. I take part in the school’s performance management process and enter discussions on my strengths and weaknesses and use these opportunities to reflect and improve my practice.
I am always open to suggestions and welcome observations of my lessons as I believe this is the best way to improve.
I have an excellent understanding of safeguarding and am a responsible practitioner. I have worked with the single central register to carry out checks for staff within my departments and am sufficiently trained with regards to the safeguarding and welfare of young people. I have a clear DBS record and a full UK driving licence as well as my own form of transport.
