Ink and Pen Publishing

United Kingdom - Merseyside - Southport
Ink and Pen Publishing
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By Ink and Pen Publishing
This resource is designed to assist students to identify different language techniques and language structure within a game format. Ideally used as a means of formative assessment, this resource is incredibly versatile and fun for both educators and
Problem Solving, Writing, Informational Text
11th, 12th, Higher Education, Adult Education
Assessment, Activboard Activities, English (UK)
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In having trained and worked efficiently and effectively within the capacity of English Lecturer, I have developed and honed the necessary skill sets and resources by which to develop student interest and engagement with English as a subject. By delivering an A.Q.A source-based curriculum covering Assessment 0bjectives 1-6 of the A.Q.A English 9-1 Language exams, we can better enable our students to progress further towards achieving their target of gaining their English GCSE. Over the past 8 years I have planned and implemented Curriculums, SOW and lessons that have proven highly effective, relevant, engaging and that are designed to measure learner progress through embedded on-going formative assessment. I understand fully the need to create diverse and enriched learning environments, through which to cultivate understanding and to actively encourage learners to achieve their full potential in their chosen area of study. Throughout my practice, I have constantly sought different ways to ensure that students receive the best possible standard of education that will enable them to progress within their subject area. This has been successfully achieved by designing lesson Plans around all learner types: Auditory/ Visual/ Kinaesthetic. I realised in the early stages of my employment the importance of adopting and adapting different learning strategies, and how through the implementation of these learning strategies differentiation was promoted.


Reflecting upon my educational experiences I appreciate the immeasurable impact that teachers have on the lives of students. I also recognise that the skills and knowledge acquired within education will be used by learners throughout their lives both professionally and personally. As a qualified lecturer, I cultivate open-mindedness and impart specific knowledge relevant to learners achieving their objectives, and to utilize these objectives to further learner’s beliefs in their own ability to make positive contributions to society.


Post Graduate Certificate in Education. Bachelor of Arts Honours Degree English. Diploma in Higher Education. Leaving certificate. Junior Certificate.


Post Graduate Certificate of Education (P.G.C.E) UCLAN (University of Central Lancashire) May 2016. Subject taught: GCSE &Functional Skills English. Bachelor of Arts, Honours English Degree LJMU (Liverpool John Moors University) July 2011. Go Higher, Access to Higher Education Course Diploma University of Liverpool, June 2003 Leaving Certificate (A-Levels) St. Brendan’s Catholic College. June 1999 Junior Certificate (G.C.S.E’s) St. Brendan’s Catholic College, June 1996


Since graduating from Liverpool John Moores University in 2011 with a B.A Hons English Degree, I have predominantly worked with young people aged between 13 and 18 in the Education, Social, and Care sectors respectively. This led to me completing a PGCE course. Whilst embarked upon this training I quickly realised that the previous experience that I had gained was invaluable in context to my development as a teacher: • Learning Support Assistant Level 3. EBD. (Liverpool Council) • Residential Support worker (Sefton Council) • Support Worker SEN. (Sefton Council) • QTS English GCSE (Southport College/ UCLAN) Within the roles that I have been employed, my duties were to provide support to both colleagues and learners through the implementation of S.M.A.R.T. target setting: (specific, Measurable, Achievable, Realistic, Time Management) producing Schemes of Work/Inclusive Lessons/ Action plans. To provide personal Academic and Pastoral Support while teaching groups of students. Contributing to College administration through the implementation of education and training programmes/ publicity and public relations/ participation in appropriate team meetings/ Course management duties including interviews, inductions, assessments and examination of learners progress/supervision and appraisal of other staff members/ administration and marketing activities/quality management and external liaisons/ preparation of statistical returns including retention rates, examination results, student placement progress and destination/participation in student monitoring/ reporting on course reviews/ evaluation procedures.

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