As a tutor, I possess excellent communication skills, both in explaining complex concepts and actively listening to students concerns and questions. I can present information in a clear and concise manner, ensuring students understand and retain the knowledge imparted during our sessions. I believe in tailoring my tutoring methods to suit each students unique learning style and needs. I take the time to understand their strengths, areas of progress and adapt my teaching styles accordingly. This individualised approach fosters a supportive learning environment and promotes students engagement and progress. I am well versed in the exam requirements and assessment criteria, enabling me to assist students in developing effective exam strategies, honing their exam techniques and maximising their performance in geography assessments. I have a proven track record of supporting students to achieve excellent results in their geography GCSE and A-Level exams. I have received positive feedback from students and their parents, emphasising the significant improvements in their understanding of the subject and their overall academic performance.

I constantly prepare and plan for many exciting, stimulating and motivating opportunities to ensure every child can engage and access the learning. I ensure that my plans contain activities which cater for all learning styles. I believe in celebrating effort as well as achievement, taking risks and learning from mistakes, recognising the intrinsic value of learning. This includes making learning visual for English as a Second Language pupils, allowing the higher ability children to investigate topics in greater depth and with greater autonomy. My ethos for the classroom strongly encourages children to express their ideas and suggestions as I believe it is extremely important for them to have control over their learning. I have high aspirations for everyone and believe that students thrive in a climate of praise, celebration and recognition. Maintaining a positive attitude and having high expectations is vital to ensuring the best outcomes from learners. It is important to create an atmosphere which encourages children to ask questions and I believe children learn best through first-hand experiences and stimulating environments, including the appropriate use of the outside environment. A cross-curricular approach can be extremely beneficial to pupils, in order to make their learning relevant and to formulate their own connections and to consolidate their own learning. I enjoy taking risks in order to explore new ideas and styles of teaching and learning, to optimise pupil learning and enjoyment of lessons. I make sure my students are aware of their targets, allowing them to be mindful of their goals and achievements, which I find help them to celebrate success. I place a huge importance on providing learning experiences that build upon the pupil’s prior knowledge.

Throughout my career, I have had the opportunity to develop my subject knowledge not solely in geography, but also within the subject areas of KS3 history and religion. My experience in varied roles has enabled me to progress my teaching methods and has taught me to be innovative and open minded. As a result, I have developed myriad teaching strategies for delivering engaging lessons, including the significant use of ICT. The ability to find innovative ways to deliver content and raise attainment has become intuitive for me. My experience in leadership roles has taught me how to manage a cohesive team and inspire others to work towards a common goal. As well as managing deadlines and interpreting data in order to identify underperforming students. I have led whole school CPD sessions that focus on raising attainment through use of assessment and curriculum design with intent that can be implemented that results in a positive impact on progress for all learners. In my roles in international schools, I relished the opportunity to learn new methods of supporting EAL learners and learnt a number of techniques essential to teaching language acquisition.