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Profile info
Viewed: 32 times
Visitors: 28
Registered: 13/7/2020
Last Online: 18/7/2020
Will Travel: No
Location
Can tutor in
English
Experience
over 10 years
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Annette V.

- (0)
£45
General info
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I have a proven history of achieving progress & success in Mathematics for over 10 years. By making Mathematics accessible, fun
Subjects
Subject Age/level and price

Mathematics lessons

KS5 - £45 - 80min
Schedule
Sun Mon Tue Wed Thu Fri Sat
AM
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
8:00-8:30
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
PM
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
12:30-1:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
12:30-1:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
12:30-1:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
12:30-1:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
12:30-1:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
12:30-1:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
Special Services - Annette V.
Education
Institution Town Speciality Degree Class
London Metropolitan University London Cognition in learning maths Master Distinction
London Metropolitan University London QTS/PGCE Secondary Maths Professor Successful Completion
London Metropolitan University London Philosophy & Education Studies Bachelor 2:1
Additional information and experience - Annette V.

Supporting Statement 

 

Throughout my 11-year teaching career I have gained extensive experience as an enthusiastic and highly motivated classroom practitioner, driven by the passion to see pupils www.*** ; This has involved working collaboratively in a supportive environment with seven other members of the department, as well as successfully mentoring and coaching trainee professionals in relation to a repertoire of pedagogical approaches within mathematics and optimising co-curricular opportunities. This led to the IOE inviting me to sit on the interview panel of the next academic year’s PGCE students. Recent experience of teaching A-Level mathematics relates to the founding of the 6th form Consortium curriculum which has undergone a specification development, however I am very keen to evolve a Further Mathematics domain further which could potentially involve engagement in Year 11 or even Year 10

 

Interpersonal and management skills encompass the latter and are enveloped in organisational and administrative attributes. Coordinating the whole school council in vertical alignment and being a form tutor for the past nine years extends the previously mentioned skills and attributes from a pastoral dimension that is interlinked and within curriculum progressions. For example, this could be highlighted through mentoring, becoming mentors or informative experiences, such as applying to universities, or voicing concerns or praise for day to day school life in a constructive way. Organising and administering an out of school activity requires management and interpersonal skills, whether it is subject based, for example, the annual London Eye Trip, or an activity that is based in a pastoral www.*** ; 

 

One aspect of my drive is ongoing and reviewed professional career development and I would envisage an approach that is collaborative and reflexive when a CPD has been undertaken by a member of the department www.*** for feedback/feed-forward sessions to take place within the department, or whole school as appropriate, and further developments as to how this may be professional and practically implemented, accompanied by a review or a short log of how this has reached fruition over a given amount of www.*** ; My motivation is to deliver first-class mathematics in which pupils are curious about the stretch and challenge that will avail through Mathematics Mastery in an ongoing vehicle of exiting, creative and dynamic www.*** ; Another aspect of my vision entails the notion that every student reaches their full potential, but why stop there? Why not exceed their full potential? I agree that all pupils’ progress needs to be tracked and monitored through data models. This is in order to ensure that they are meeting their targets within their journey of secondary education, but why not reach for above and beyond this and further enhance thinking within the classroom through assessment for learning strategies and informal assessment tracking.

 

Current tracking data from pre-tests to post-tests shows that pupils have made progress through the first half-term of the Autumn Term this year and are on www.*** or significantly above, the key aim is to maintain this through the second half of the current Autumn Term and some pupils have joined my class that have previously had a negative progress value of www.*** for example. The post-tests are scheduled for the 9th December and I am keen to see the new additions to my classes’ results, I believe they will be positive as these pupils seem to be more motivated and happy with their mathematics.

 

I am keen and passionate about the different ways in which pupils think and learn about mathematics and I would like to extend this further. I draw on my teaching experiences of St. Aloysius’ College in which I often took on the role of 2 i c intermittently alongside my TLR 2 role as school council coordinator. I effectively made a decision to follow a departmental role in my career at my current school Oakwood as opposed to a pastoral one, however the journey time is 2 hours in both directions and I conscious that this may place a negative factor in the longer term and I have taken agency placements since January 2020. I am looking for more consistency within a permanent www.*** ;

 

Thank you for taking the time to read this statement in support of my application, I await your response in the anticipation that it will be successful and the valued opportunity of an interview arises.

 


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Aldijana T.
Greater London
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