My teaching portfolio

1. 0
MARTIN BRYANT
Commented [M1]: National Cricket Champs
2015

2. PAGE 1
Welcome to my Portfolio
Contents:
Teaching Philosophy page 1-3
 Head of PE Department & responsibilities pg 4
 Mentor and Tutor of classes Yr 8 & Yr 9 pg 5
 Senior Skills Subject Teacher (LC) pg 6
Teacher of Physical Education ages 9 - 19 (key stages 2-5)
Experienced practitioner of AQA & IGCSE.
 PE Curricular development and implementing British Sports pg 7-8
 Extra-curricular & success of School Competitions pg 9
 Internal School competitions pg 10
 Successful School trips organised pg 11-13
 Establishing PE clothing, PE budget and Website pg 14-16
 Sporting activities organised for teaches and colleagues pg 17
 Activities organised for teachers pg 18

3. PAGE 2
TEACHING PHILOSOPHY
I am a teacher because I want to have an effect on the lives young
people have. I know education is where I can have the greatest impact.
Every adult who has been to school remembers a certain teacher. It is
this notion that motivates me daily to create a positive learning
environment, where students are stimulated to develop, succeed and
ultimately reach their potential. I gain great satisfaction interacting with
young people and watching their progress.
Plato said ¨You discover more about a person in an hour of play than
in a year of conversation¨.
The educational benefits in respect of mental, physical and social
development are endless and well documented. I firmly believe all
young people should enjoy and love being active. My key is
establishing a fun, positive and safe challenging environment. I aim to
expose students to a variety of physical activities which are in the
education authorities’ guidelines. In this context, I want them to strive
to reach their own attainable goals and be able to have confidence and
pride in their own progress. To understand the power of a focused mind
and what is achievable. I find encouraging positive behaviour and effort
paramount.
I expect students to support each other and create an inclusive, active
atmosphere. This format is visible in the regular student lead warm-
ups and stretching which is done throughout the academic year. I like
to involve pupils and give them responsibility where opportunities
allow. This may be through umpiring, demonstrations, questioning or
discussed reflection. Responsibility within the rubrics leads on from this
allowing for a student self-evaluation exercise, and finally learning by
self-appraisal. This will help the students develop the ability to judge
their own accomplishments and to set goals for themselves. I expect
students to take a degree of responsibility for their own learning
involvement and others.

4. PAGE 3
I have high expectations of the students and myself. I have strived to
build a solid platform of knowledge and have been fortunate to have
had the opportunities to have worked in a variety of education
establishments and sporting facilities.
My lessons involve active participation at a good pace. I like to teach
units and key skills that give the student more than just fun and games.
In today's world, students are faced with an overwhelming source of
information, decisions and influences. Their health, fitness and lifestyle
is a subject that is increasingly relevant to them and society. I am very
passionate about this and I am aware that providing the knowledge
and activities on health and fitness is not enough. More needs to be
done in respect of lifestyle, nutrition and health that relates to both in
and outside of school. Ultimately, I believe the fundamental role of
physical education is to establish an educative, active healthy lifestyle.
Students should gain the key skills needed to succeed physically,
socially and mentally for adult life.
Finally, a passion of mine is involvement in the extra curricular events
at the School. I thoroughly enjoy the extra curricula activity, especially
in preparation with competitions against other schools. I know what it
feels like to play for the school and the memories students take away
from this. Furthermore, this is a powerful source of developing the
school profile and being proud of where one works.

5. PAGE 4
Head of Department:
Wolfert Tweetalig Bilingual School: Rotterdam, Netherlands
Sept 2011 to Dec 2015 http://www.wolfert.nl/tweetalig/
Dept of 6: Responsible to ensure the curricular is upheld to standards and the
team is developing, challenged and committed.
Curricular development: Implemented changes with an International focus
in line with school philosophy and preparation for IGCSE PE that builds
through the key stages, such as Athletics and Rugby schemes of work and
lessons plans.
PE Teacher training and development: Organised Rugby and Cricket
workshops from specialists and training days out at The Hague University.
Facilities / Equipment: Budget control, Ordering new equipment, safety,
condition and accountability.
Organisation of Sport-Hall use: This also involved managing the use with
after school clubs.
Extra Curricular: Introduced activities to
raise school profile. A great success, for
example Yr8 National Cricket Champions.
New initiatives: I have a conscientious
attitude to develop, try new ideas and
continuously improve my knowledge.
 Fitness Room Report: A researched idea and
plan for Mgt to decide (big student interest).
 Introduced Disability Awareness Program
(PTA and GUTS). Blind partner running; had
surprising results and will be developed further.
 InformationTechnology:
I use and experiment with IT in lessons where the appropriate opportunity
arrives. Currently, The MGL physical education app has a self-defence
section that i am experimenting with in lessons.
 PE clothing introduced:
 Inter-School competitions broadened
Commented [M2]: Disability Awareness:
students are bind together with partner
blindfolded

6. PAGE 5
Mentor
The Mentor of (second graders) year 8 and the mentor year 9.
I have shown students how to get the most out of themselves and be
responsible for their education. This has been
structured around the discussion of social
skills, self-reflection analysis and goal setting
to reach academic and personal potential.
Mentor Trips:
1. Completed successful school week trip to Bath
(England) and Bilbao (Spain)
2. Completed successful school exchange
programme with host families to Spain
Mentor activities:
Organised High Tea, BBQ, paint-ball and sports evening events for students
and parents of classes.
Skills:
 Compassion, patience, planning, communication with students, parents and
teachers
 Problem solving, gaining trust.
 Finding solutions in respect of disputes, conflict from home / school and
motivation.
What Learnt!
 This is a never ending learning curve that is always challenging and
immensely rewarding.
 Communication skills and cultural awareness in respect of the student and
their family backgrounds.
 Great way to be more involved in student life and school.

7. PAGE 6
Promoted: Senior Skills Teacher:
 Proven and recognised high teaching standard.
Skills:
 Driving force in updating the pedagogic and/or didactic aspects of
education and the curriculum.
 Managerial experience and knowledge
 Communication / Team work with colleagues
 Consistent contributions to School program and philosophy.
What Learned
 Respect professional opinions, preparation and the importance of
communication.
 The Eind-Termen (Dutch Education legislation and recommendations)
 Change and commitment takes time
See: for a detailed breakdown of the senior skills teacher:
https://drive.google.com/drive/folders/0BwJkM01TRAbVQTBPZjdObUR2NT
g

8. PAGE 7
Developed British sports into the
Curriculum
Organised Wolfert as the pilot school to hold the
KNCB Cricket workshop for PE teachers across
Rotterdam. Developed schemes and lesson plans
for colleagues..
Introduced workshops for the PTA and colleagues
in respect of Gaelic Football and Rugby.
Skills:
 Communication and planning with organisations
Learned:
 Students are curious to try and learn new sports and activities.
 Never underestimate the ability of students. Always surprised by the
positive reaction of many students, particularly the girls to Rugby.

9. PAGE 8
IMPROVEMENT OF CURRICULAR with
community professionals
DANCE:
I specialise in Latin Dance, so I regularly teach this style within the
curriculum and as work shops
In addition, I have organised specialists (Codarts Dance University) to
provide Teacher Graduates to each deliver 6 week schemes of lessons to
the upper school.
Skills:
 Communication and contacts with organisations associated with Physical
activity.
 Working together to achieve shared objectives.
What Learnt
 New ideas for Dance
 Ideas to involve and stimulate colleagues.

10. PAGE 9
SUCCESSFUL SCHOOL
COMPETITIONS
National Cricket champions 2015
Wolfert Tweetalig Year 8 (2nd Grade) Cricket Team
Bilingual
Schools’ Cricket Challenge
Abeda 5kM run: Wolfert
Tweetalg finished 2nd and
3rd in 2014.
Shell Hockey Tournament:
Girls U15 to the regional half finals
Skills Used
 Risk assessment procedures
 Communication skills students
 Procedures in gaining authorisation
 Organisation training facilities out of school
 Parental contact Informing parents and
obtaining parental consent
 Volunteers
 Transport options
What Learned
 Immensely rewarding

11. PAGE 10
Inter-school Tournaments
& Sports Day:
Regular tournaments organised for
every year group that varies between
gymnastics, ball sports, swimming and
athletics.
Skills:
 Organisation, planning and teamwork.
 Risk assessment
What Learned!
 Students more often will rise to take on
responsibility when given the
opportunity.
 Competition is healthy and inspires
students to do their best, respect and
support others. Promoting positive
values under the right conditions is
paramount.
 Competition can be a double-edged
sword for kids, Competition teaches
critical thinking, decision-making,
respect, team work and problem
solving.
Gymnastics tournament Year
7:
See video :
https://www.facebook.com/WolfertTweetalig/videos/617022641686975/

12. PAGE 11
SCHOOL TRIPS ORGANISED
Annual Ski trips:
Co-organiser for the annual 6 day Ski trip involving 50 students.
Skills
 Risk assessments
 Budget report and accounting
 Parental contact Informing parents and
obtaining parental consent
 Negotiation skills
 Insurance cover and assessment
 Detailed planning
 Excluding pupils from the trip
 Obtaining information about pupils
 Arranging supervisors
 Accidents and emergency procedure
 Spare Cash budget and accounting for money
 Transport options
Learning:
 Learned to always plan at the earliest opportunity
 Immensely rewarding
 Always have a backup plan for unforeseen compilations
 Recovery and rest is important

13. PAGE 12
London trip: organised for 100 students of HAVO 3rd Graders.
Activity packed 4 days with culture, education theatre, sightseeing and even
some shopping squeezed in.
Skills used:
 Research skills to
access attractions
 Risk assessments
 Budget report and
accounting
 Parental contact
Informing parents and obtaining parental consent
 Negotiation skills
 Insurance cover and assessment
 Detailed planning
 Excluding pupils from the trip
 Obtaining information about pupils
 Accidents and emergency procedure
 Spare Cash budget and accounting for money
 Transport options
Learning:
 Always plan at the earliest opportunity
 Immensely rewarding
 Always have a backup plan for unforeseen complications
 Students will take on responsibility when given the right opti

14. PAGE 13
Co-organiser Outdoor education trip to the Ardennes : Belgium
This fun, action packed 4 days involved Rock climbing, Abseiling,
Trekking, Camp building, Mountain biking, Kayaking, Orienteering and
Camp fires
Skills:
 Motivate students to overcome obstacles and psychological barriers
 Negotiation with various organisations for trip arrangements
 Risk assessment
What Learned
 The importance of developing self confidence
 Appreciation of the outdoor environment
 The importance of team building and leadership skills
 To educate students about the environment and sustainability
 How to think critically, identify risks and make sound decisions
 To provide meaningful experiences outside of the classroom
 Preparing for all situations and weathers

15. PAGE 14
BUDGET OF PHYSICAL EDUCATION
Responsible for the expenditure of the PE budget. Equipment assessed and
accounted for and regular reports compiled of dept costings. Expenditure
comparable made per student head.
Skills:
 Research skills to access departmental accounts.
 Report writing
 Prepare and analyse figures
What Learnt!
 It takes time to access money and gain support.
 The budget for schools is tight and that includes PE .
 Equipment needs to last.

16. PAGE 15
PHYSICAL EDUCATION CLOTHING
I have implemented the start of Physical Education clothing for the school.
After assessing the many options and possibilities in regard to quality,
colour, price and style.
The colours were chosen by the students.
Skills:
 Communication and negotiation skills
What Learned?
 The need to be flexible, compensate and have patience
 Accessing the correct print format and making the minor alterations to
accommodate everyone can be time-consuming.
 Rewarding experience and that has proven a developing success.

17. PAGE 16
WEBSITE: PHYSICAL EDUCATION developing
https://sites.google.com/a/wolfert.nl/physical-education/home
I believe it is important for the school and department to have a site. This is
still in the process of being updated. However, on the site you can find:
Philosophy, Key skills learned,
Curriculum for lower and upper
school, ordering PE clothing,
Tournaments, Assignments,
Department personal, GUTS
information.
Skills:
 IT skills used and developed.
 Team work and creativity.
 Knowledge, research and understanding of subject.
What Learned!
 This has improved my IT skills in a number of ways.

18. PAGE 17
Teacher and colleague
activities organised
 Badminton club - regular once a week.
 Wolfert Womens' Fitness club
Teacher’s football team: THE GOOD, THE BAD AND THE UGLY
Regular matches between Teachers and Students on a Friday.
What learned!
The value sport offers in bringing people together and breaking down
barriers.

19. PAGE 18
Qualified as a Diet and Nutrition advisor:
Regularly give advice regarding student health and diet.
This may be in informal discussions are through a structured setting of diet
analysis and consultation.