Gabrielle J
ACADEMIC QUALIFICATIONS
University of Cambridge, MPhil in Education (Critical Approaches to Children’s Literature)
University of Cumbria, PGCE Secondary English
University of York, BA English and History
Sandbach High School and Sixth Form College
A Levels:
Sociology – A*
General Studies – A*
English Literature – A
History – A
AS Levels:
Theatre Studies – B
GCSEs at A* - English Language, Music, Statistics
GCSEs at A – English Literature, Maths, Science, Spanish, History, Dance, Music
BTEC Distinction Business Studies
ECDL Level 2
TEACHING EXPERIENCE
Love Learning Tutors
KS2 KS3, KS4, KS5 and undergraduate English Literature (all exam boards)
KS3, KS4 English Language (all exam boards)
KS4 Drama (AQA)
KS4 History (specialism in Early Modern)
English and Drama teacher – Bohunt School Worthing (11-16)
KS3 and KS4 English Literature and English Language (AQA)
KS3 and KS4 Drama (AQA)
Teacher training placements at Great Sankey High School and The Prescot School
KS3/KS4/KS5 English Literature and English Language (WJEC)
Personal Tutor – Tutor Right
GCSE English Literature and English Language (WJEC)
School Librarian and Careers advisor – Vandyke Upper School
SKILLS AND INTERESTS
Reading and reviewing books – early review copies sent from publishers
Performing, watching and creating theatre (particularly musical theatre)
Singing – studying grade 5 music theory and grade 8 musical theatre
Learning Latin
PERSONAL STATEMENT
I became a teacher because I am passionate about my subject and love learning and I wanted to share that enthusiasm with young people. My experiences of school and learning have largely been really positive; teachers have had significant positive impact on me personally and I always gained a huge sense of achievement from acquiring new knowledge and skills. Having spent a lot of my own childhood coaching and teaching other young people, and then spending time as an adult working as a school librarian, teaching was the career path that would allow me to make a difference to the lives of young people and support them to achieve and grow the way my own teachers had helped me to do.
In my classroom, I demonstrate my passion for my subject to the young people through my enthusiasm and highly engaging style in the hope of encouraging students to see the value in what we are studying. I challenge my students by having high expectations and adopting an “unashamedly academic” approach that creates a culture of success. I support students of all abilities by carefully scaffolding learning by building on prior knowledge ensuring that they are able to make expected progress and achieve the grades they need to go on to whatever path they choose post 16 or 18. In many ways, this translates into my approach to tutoring. We will practise knowledge recall through low stakes quizzing and improve our skills through extended writing and receiving feedback to improve. However, I recognise that the purpose of a one-on-one tutoring environment is often about building confidence and tailoring our focus to suit your needs exactly, which we will do together through discussion. We work at a pace suited to you and can take our time to carefully unpick tricky concepts or skills, concentrating on areas that need attention. Seeking out tutoring shows me that you are committed to your own success and are willing to work hard to achieve this, which is exactly the kind of positive attitude that I hope to foster in my students. Taking the step to get help is half of the battle to overcoming barriers to educational success and I am delighted to work with students who are committed to their own improvement.
It is my own drive for intellectual stimulation that has allowed me to successfully apply for a place at Queens’ College, University of Cambridge to study for an MPhil in Education in October 2021. As a teacher, and now also a student myself, I understand first hand how daunting it can be facing new challenges when you are uncertain of the route to success. I am also keenly attuned to the challenges of being a young person in the modern world; I hold a CACHE qualification in Child and Adolescent Mental Health, so I understand the frustrations and the barriers that can exist for young people trying to navigate their way through the education system at a tough time in their life. As a qualified careers advisor, I am also well placed to support young people with their applications to university or employment. My approach is driven by my genuine care and interest in my students and I am committed to ensuring everyone has the chance and support they need to achieve their potential.