I would describe myself as dynamic, reflective,
resilient and inquisitive. I am a clear and deep thinker. I believe in personal
evolution both for myself and the students I teach. I have a concrete belief in the potential of
all young people.
As a teacher I strive to form a space in which deep
learning, that meets students varied needs, can occur. I plan, research and
hope to facilitate students in their journey to becoming skilfully independent,
creative and responsible. I intend to create a context in my lessons in which
excitement and wonderment are rife. The
notion of imaginative communities is at the heart of my practice. Through
rigorous and informed planning, I endeavour to build a constructivist
environment in which student and teacher take on the responsibility for
quality.
During my first and second placements, I have developed
schemes of work in both Design and Technology and Art, these schemes of work in
effect promote autonomy, breed creative thinkers, team workers, investigative
and independent enquirers. Whilst on placement as a Design and Technology and
Art Teacher and in the role of Form Tutor and Personal Development teacher, I
have maintained high expectations of every student. I believe that young people
should have the opportunity to make choices with regard to levels of challenge.
I thrive on seeing a student invest in knowing, exhaust ideas and think
creatively.
Whilst on my second placement I have developed a
Textiles Club during ‘Wider Curriculum Time’. During my first placement I
worked in partnership with the Design and Technology department delivering two
STEM days. This enrichment demonstrated to me the value of collaboration and
cohesion of students, staff and subject areas. I have implemented dedicated
after school and lunchtime gatherings in which students can develop ideas and
refine their work. I also regularly work alongside the English department as I
am inherently interested in words and literacy, I see it as imperative that
literacy skills are applied in other areas of the curriculum. Recently I have developed a series of
creative starter activities to be used throughout school in other subject
areas. These are having interesting and
in most cases great results in terms of progress within whole lessons.
I have experience of teaching KS2, 3 and 4 Art and
Design. I am currently working on an intervention project with my Year 9 Art
class in which I am attempting to use craft to overcome creative reluctance.
This has been of particular interest to me as I have been able to implement my
own knowledge and passion for body adornment and jewellery design, combined
with my experiences of teaching Textiles and Art. I am seeing some wonderful results with these
students; I found that introducing textiles and ‘making’ through a series of
starter activities gave students higher levels of self-belief and
motivation. I have seen these students
gradually transfer the skills used in a snapshot at the beginning of a lesson
into whole lessons and furthermore through to coursework.
I see great value in displaying student work and
exhibiting it in exciting ways for the whole school to share in. I encourage and expect students to take on
the role of curator or fashion show organiser. During both
placements I have facilitated students in producing innovative, high quality
coursework. I have tracked student progress, shared assessment criteria and
taken part in communicating this to parents and carers during both placements
at Parents’ Evenings and Options Evenings. I place great importance in students
knowing what they need to do to achieve their goals and in helping them to
visualise and reach ‘outstanding’.
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