I believe that putting students at the heart of their own educational experience is key, primarily to become independent and resilient. As a teacher, I use formative assessment strategies consistently and make it a part of every lesson. The five pillars of formative assessment are key, not just to each lesson but for the long-term success of students which will then be reflected in formative (summative) assessments. When entering my lessons, you would see evidence consistently of shared learning intentions so that students are aware of the success criteria, students are given checklists for knowledge and skills and can rate themselves as the course moves forward. At every point, what is required should be transparent and accessible. The use of questioning to elicit evidence of learning, providing feedback to move learners forward or to adapt, in real time, to the needs of the students in the classroom. I frequently use peer and self-assessment; I write this into my schemes of work and use it regularly in order to activate students as owners of their own learning and as resources for each other.

In addition to this, I believe in building positive and trusting relationships within the learning environment. All students are encouraged to discuss ideas and themes related to the curriculum, or any issues they have with knowledge or skills; the environment needs to be such that they are not afraid to express themselves and that failure isn't negative, it should be a journey towards improving and eventual success.

I am a friendly, confident, forward thinking, and adaptive leader and teacher. I feel that I provide an energised and creative learning environment, setting high standards in line with the requirements to study at top universities, which inspires assessment for learning, and promotes the raising of attainment and results, for all pupils.