Rosie F
ACADEMIC QUALIFICATIONS
PGCE Primary (QTS) (Schools Direct), St. Mary’s University
September 2021 – July 2023
Þ Masters Level Module on Reflective Teaching
Þ Primary Science Enhancement Award
Þ Catholic Certificate in Religious Studies
Þ Safeguarding Training
Þ SEND & EAL Provision Training
Þ Prevent Training
Þ Curriculum Planning & Assessment for Learning
BA (Hons) Arabic and History, SOAS, University of London
September 2015 – July 2020
Þ Upper Second Class (2:1)
Þ Middle Eastern History
Þ Medieval Islamic History
Þ Ancient Arabic Historians
Þ Classical Arabic Texts
Þ Arabic Women’s Literature
Þ Levantine Dialect Spoken Arabic
Þ History of Art & Architecture
Þ West African Cultural History
Þ Jewish Identity & the Israeli-Palestinian Conflict
3 A Levels & 1 AS Level A*-B, The Ellen Wilkinson School for Girls
September 2013 – July 2015
Þ AS English Literature
Þ A Level Religious Studies (100% score for both written examination papers)
Þ A Level History (A* for original & well-researched coursework on the segregated media during the civil rights movement in America)
Þ A Level Government & Politics (studied through an undergraduate level textbook)
Þ EAL Paired Reading Mentor for KS3
15 A*-C GCSEs & 1 AS Level, Elthorne Park High School
September 2008 – July 2013
Þ Arabic at GCSE & AS Level (Edexcel)
Þ Citizenship Studies Short Course (Edexcel)
Þ Statistics GCSE (Edexcel)
Þ Biology GCSE (Edexcel)
Þ Physics GCSE (Edexcel)
Þ Chemistry GCSE (Edexcel)
Þ French GCSE (AQA)
Þ English Language GCSE (AQA)
Þ English Literature GCSE (AQA)
Þ Religious Studies GCSE (Edexcel)
Þ ICT GCSE (Edexcel)
Þ History GCSE (Edexcel)
Þ Art & Design GCSE (Edexcel)
Þ Mathematics A (Higher) GCSE (Edexcel)
TEACHING EXPERIENCE
Love Learning Tutors: Primary (Core with Working Scientifically & Maths Mastery)
Primary (Foundation, including PSHCE & Catholic RE)
Primary (Phonics, SATs & SEND Interventions)
History (Primary, GCSE, A Level & Undergraduate level)
RE (Primary, GCSE & A Level)
Art (Primary, GCSE, A Level)
Arabic (Undergraduate level)
GCSE: Arabic
English Literature
English Language
History
Art
Science
A-Level: History (Coursework)
Cambridge Applications
Personal Statements
Cambridge Entrance Exam
Independent Research Project (IRP)
Interview Preparation
EAL/TEFL: Primary (EYFS)
Post-16
Adults
13+
Migrant Refugees
SEND (EYFS & Primary): ASD Learning Support
Sensory Circuits
PECS
Makaton
Lego Therapy
Colourful Semantics
Language & Communication
Writing Conferencing
Maths Interventions
EHCP Provision
Zones of Regulation
Social Skills
SKILLS AND INTERESTS
o Arabic
o EAL Parent Communication
o Translation & Interpretation
o Inclusive Education
o Accessible & Equal eLearning & mLearning
o Cross-curricular Teaching
o Planning for & Embedding Formative Assessment
o Maintaining & Tracking Pupil Progress
o SEND Differentiation & Interventions (1:1/Small Groups)
o Retrieval Practice Targeted Questioning for Deeper Learning & Long-Term Memory Training
o Non-Verbal Communication
o Building Positive, Honest & Trusting Relationships with Parents & Pupils
o Continuous Subject Knowledge Development & Professional CPD
o Reflective Teaching
o Maintaining an awareness of current pedagogical research on classroom practices
o Adaptability & Flexibility
o Creativity & Resourcefulness
o Relating the curriculum to lives of pupils to ‘hook’ them & engage them with their learning
WORK EXPERIENCE
ASD Specialist Learning Support Tutor (Freelance)
TEFL Teaching Support Blog Writer (Freelance/Remote) at Gallery Teachers
Migrants Support Volunteer, Digital Campaign Graphic Designer/Fundraiser, Volunteer Treasurer & Volunteer TEFL Tutor (Online) at Akwaaba
SEND Teaching Assistant at Prospero Teaching
SEND Teaching Assistant at Aquinas Education
Arabic Speaking EAL & SEN Teaching Assistant at Timeplan Education Ltd.
Graduate SEN Teaching Assistant at Tradewind Recruitment
Digital Content Writer at Cosquared Limited (Freelance/Remote)
Academic Tutor (Freelance) at Titanium Tutors Ltd.
Undergraduate Teaching Assistant at Envision Education
Primary Maths & English Undergraduate Student Tutor at Boost Education Charged Up Ltd.
PERSONAL STATEMENT
A compassionate & motivated Arabic speaking EAL & SEND Teaching Assistant, ASD learning support tutor & prospective Primary PGCE candidate with diverse experiences in EAL provision, EHCP implementation, targeted interventions & ASD Behaviour Management. With a background in a variety of educational settings from PRUs to Montessori and Team Teach certified training, a Primary Science Enhancement Award and Catholic Certificate in Religious Studies, I bring with me 3+ years of education experience, strong pedagogical subject knowledge and a passion for inclusive teaching that educates the whole child.
As an undergraduate student, I both volunteered and worked part-time as a tutor working with primary aged children from underprivileged and BAME backgrounds which sparked my initial interest in teaching and inclusive education. After completing my undergraduate studies, I worked through Prospero Teaching, an education agency, as an EAL and SEN Teaching Assistant. The breadth of experience of I gained working to support pupils primarily in the early years up to year 3 really solidified my passion for primary teaching and had me begin to pursue a PGCE. I had the privilege to work with pupils that had a variety of special needs, including ASD, SEMH, EAL, Down Syndrome and Epilepsy, which was challenging but I thrived in the challenge and loved being able to play a part in the development of a pupil 1:1 when mainstream classroom teaching failed them. It was working 1:1 with SEN pupils that saw me take an interest in inclusive and student-led education and teaching because it showed me that there is no one-size-fits-all approach to education, and I got to experience first-hand how pupil-led teaching can really empower students to achieve and thrive.
During the first school I worked in as an EYFS SEN (EAL) Class Teaching Assistant, I was afforded the opportunity to lead morning Sensory Circuit Sessions for small groups of 5 pupils identified with Special Educational Needs as well as being allowed to assist in the designing and creating of 12 Montessori-style ‘Shelving Activities’ for the class to engage with throughout the term to develop their motor skills, math and phonics skills. Moreover, during my time at the school, I was able to utilize my bilingual abilities to act as a bridge between the school, parents and pupils by being the first point of contact for both Arabic-speaking parents and Arabic-speaking pupils who did not yet possess an adequate level of fluency in English to be able to communicate questions, requests and to disclose any additional needs and requirements. I achieved this through the translation of school registration forms and through interpretation during private meetings, interviews and calls between parents and the school. In addition, I successfully built and maintained positive relationships with parents and families during meetings and drop-offs/pick-ups by communicating in their native language and relaying any information that they may have missed out on due to their limited English. It was this role and the experience I gained throughout that made me realize how important support staff can be and how essential it is for schools to have a respectful and inclusive ethos that does not alienate parents and pupils of different backgrounds.
As an SEN Teaching Assistant, a large part of my role included 1:1 learning support which gave me the opportunity to gain direct teaching experience as well as granting me the opportunity to experiment with adapting learning tasks to individual pupil interests and levels. Whilst working as a 1:1 SEN (ASD) Teaching Assistant for a KS2 Year 5 pupil at St. Joseph’s Primary School, I helped to successfully improve the academic performance of my 1:1 support pupil in Mathematics and effectively engaged the pupil in the subject by gifting the pupil a First Edition paperback on Number Theory and the Real-World applications of Mathematics as the pupil had an aspiration to study Computer Science or Architecture and he loved the book and looked forward to reading it with his father who is an Architect and the main reason for his interest in Mathematics. This was something I was incredibly proud of doing and it helped me develop a positive relationship with my pupil by engaging him with his learning through an extra-curricular interest of his e.g. gaming and math.
Another proud achievement whilst working as a 1:1 SEN Teaching Assistant (ASD and SALT) supporting a KS1 Year 2 pupil at St. Gregory’s Primary School where I received complimentary feedback from the school on my ability to build a positive, trusting and honest relationship with my pupil within the short timeframe of my substitute cover position at the school. The impact was notable to the school as the pupil in question was notoriously introverted and unresponsive with adults and new members of staff. What I did to engage the pupil and create a positive relationship included taking the game Roblox, which he loved, and using that and the characters it contained to engage him in creative writing which he struggled to take an interest in long enough to complete writing tasks. However, after relating his favourite game to the subject, he was able to successfully complete his creative writing task which then went on to be included in the class display.
Aside from experience with Primary education, I also volunteered as a TEFL tutor during lockdown teaching English to adults and vulnerable young people who have just arrived in the UK as migrants and refugees with the mutual aid group Akwaaba in Hackney. I began volunteering with Akwaaba during lockdown and conducted many of my lessons remotely using a mobile phone as many of my students were newly arrived migrants with no access to laptops or libraries. However, their passion and motivation for learning were inspirational and they pushed me to deliver lessons as best I can so as not to let my students down. For these refugees and migrants to do dedicated and motivated to learn despite their circumstances was awe-inspiring and showed me just how empowering and liberating education is, especially for the underprivileged and vulnerable who may not have the same opportunities but still work as hard, even twice as hard, to learn and grow. This experience also gave me a beneficial insight into the accessibility of technology and the internet to facilitate online and e-learning, especially amongst BAME communities and EAL parents & families, equipping me with the knowledge that this is a factor affecting progress & attainment and must be addressed in collaboration with pupils and families in order to guarantee equal access to education online, which has become increasingly urgent and essential in light of the global coronavirus pandemic.
Coming from a BAME and bi-lingual (Arabic/Muslim) background, I bring with me an understanding of the types of struggles students from minority backgrounds experience in mainstream education and how this can de-motivate them and alienate them from their learning. For me, my education was a source of empowerment as I was able to deal with my identity struggle and the racism and discrimination I and my family and community experienced by educating myself so I no longer felt that I did not have a place and I hope to empower all pupils, not just BAME students, through education and equip them with the knowledge, skills and confidence to be their own person without fear of discrimination or judgement by creating an inclusive and safe space for learning.
My passion for inclusive, accessible and quality education stems from my love of learning. Knowledge has empowered me, broadened my perspectives, opened my mind and taught me to be critical, aware and to question everything. This has unfortunately been lost in the modern education system that focuses on competition and results and bringing the radical potentials of an educated and enlightened intellectual mind must be central to any future educational reforms as they place the development and growth of the student at the forefront of the curriculum, as opposed to academic attainment.
My pursuit of teaching and tutoring positions is motivated by my passion to engage my students with their studies, so they begin to enjoy learning and gaining knowledge about their world as opposed to simply studying because they have to do so. As a student from such a background, I know that it is the most difficult for disadvantaged children to achieve in societies that those from advantaged backgrounds do. Thus, in my past tutoring roles, I have worked with students from difficult and disadvantaged backgrounds whether the position was paid or not.
There is a difference between simply learning and understanding and engaging. I would like to take this opportunity to develop my skills and, more importantly, to help many more children learn to be empowered by their education, not intimidated, nor pressured.