Mauro Penedo is a fully qualified physics, chemistry, and math teacher with over 13 years of teaching experience in the UK and Portugal. He has extensive experience teaching science, physics, and chemistry up to A-Level as well as mathematics up to GCSE. He is enthusiastic, highly motivated, and dedicated to helping students achieve their highest standards. His resume details his educational background and qualifications, as well as his work history teaching a variety of science and math subjects at both public and private schools in the UK and Portugal.
This document discusses the need to view the environment as a natural laboratory for teaching science and mathematics. It argues that many concepts are taught only theoretically in classrooms, when in fact they are all around us in our daily environment and experiences. Some examples given include teaching about pressure by having students step on different surfaces, teaching about liquids by comparing water bottles of different sizes, and teaching about moments by observing everyday actions like opening doors. The author argues that if teachers looked more closely at the environment, they would find opportunities to teach practically every lesson without needing a specialized laboratory. Students would better understand concepts that are part of their everyday lives. Overall, the document advocates using the natural environment more actively as a hands-on "laboratory"
The ACARISS project was a two-year project applying inquiry-based science education methods in secondary schools in Tuscany, Italy. It involved partnerships between research institutes and universities to develop teaching modules for teachers following the 5E model. The project provided resources for teachers, carried out student and teacher training, created a website, and organized scientific competitions for students. Evaluation through student surveys aimed to assess the impact on attitudes towards science education. The goal was to improve science teaching and learning through collaboration between schools and researchers.
This document is a resume for Karin Muller that outlines her education and qualifications to be a teacher. She has a Bachelor of Education degree from Trent University and a Bachelor of Arts in French and History from Queen's University. For work experience, she has 3 years of experience teaching grades 1-2 in Mexico and has completed teacher candidacies in grades 2, 5/6 and core French teaching. She is fluent in French, German and Spanish and has additional qualifications in first aid.
This document discusses comprehensive evaluation in science teaching at the secondary level in India. It outlines the objectives of teaching science which include participation in activities, observation skills, experimentation skills, and applying scientific knowledge to real-life situations. It then provides details of the lesson allocation for Class 9 science in the first term, covering topics in zoology, botany, chemistry, and physics. It describes the evaluation process, which includes both formative (40%) and summative (60%) assessments. Formative assessment incorporates activity-based and test-based evaluations as well as practical assessments. Several examples of activity-based assessments are provided, including classification games, assignments, experiments, and model preparation. A template for recording teacher assessments
This document provides a summary of Peter Scott Upton's professional experience and qualifications. It details that he has over 40 years of experience as a teacher in Australia and overseas. His most recent role was as Deputy Principal - Academic at Port Moresby International School in Papua New Guinea, where he was responsible for curriculum operations and academic standards. He holds a Master's degree in Educational Studies from the University of Queensland and teaching certificates from Australia, England, and Papua New Guinea.
This document provides information about the Liceo Scientifico Statale "E. Boggio Lera" high school in Catania, Italy. The school is located in an old monastery in the historic city center and has two additional branches. It offers three course profiles: Sciences, Modern Languages, and Scientific with Applied Sciences. The Sciences profile focuses on subjects like math, physics, and chemistry to prepare students for university studies. The Modern Languages profile emphasizes the study of foreign languages and culture. The Applied Sciences option provides a practical approach to scientific subjects with a focus on skills and certification courses.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
This document provides a personal statement and CV for Wayne Miller, an experienced teacher seeking a new teaching position. Miller has over 20 years of experience teaching in the UK, Egypt, Ukraine, Qatar, Sudan, Libya, and other locations. He has taught a wide range of subjects from early years through secondary school. Miller is committed to developing students' academic and personal growth through differentiated lessons, extracurricular activities, and strong classroom management skills. He emphasizes building positive relationships with students, parents, and colleagues.
This document discusses the need to view the environment as a natural laboratory for teaching science and mathematics. It argues that many concepts are taught only theoretically in classrooms, when in fact they are all around us in our daily environment and experiences. Some examples given include teaching about pressure by having students step on different surfaces, teaching about liquids by comparing water bottles of different sizes, and teaching about moments by observing everyday actions like opening doors. The author argues that if teachers looked more closely at the environment, they would find opportunities to teach practically every lesson without needing a specialized laboratory. Students would better understand concepts that are part of their everyday lives. Overall, the document advocates using the natural environment more actively as a hands-on "laboratory"
The ACARISS project was a two-year project applying inquiry-based science education methods in secondary schools in Tuscany, Italy. It involved partnerships between research institutes and universities to develop teaching modules for teachers following the 5E model. The project provided resources for teachers, carried out student and teacher training, created a website, and organized scientific competitions for students. Evaluation through student surveys aimed to assess the impact on attitudes towards science education. The goal was to improve science teaching and learning through collaboration between schools and researchers.
This document is a resume for Karin Muller that outlines her education and qualifications to be a teacher. She has a Bachelor of Education degree from Trent University and a Bachelor of Arts in French and History from Queen's University. For work experience, she has 3 years of experience teaching grades 1-2 in Mexico and has completed teacher candidacies in grades 2, 5/6 and core French teaching. She is fluent in French, German and Spanish and has additional qualifications in first aid.
This document discusses comprehensive evaluation in science teaching at the secondary level in India. It outlines the objectives of teaching science which include participation in activities, observation skills, experimentation skills, and applying scientific knowledge to real-life situations. It then provides details of the lesson allocation for Class 9 science in the first term, covering topics in zoology, botany, chemistry, and physics. It describes the evaluation process, which includes both formative (40%) and summative (60%) assessments. Formative assessment incorporates activity-based and test-based evaluations as well as practical assessments. Several examples of activity-based assessments are provided, including classification games, assignments, experiments, and model preparation. A template for recording teacher assessments
This document provides a summary of Peter Scott Upton's professional experience and qualifications. It details that he has over 40 years of experience as a teacher in Australia and overseas. His most recent role was as Deputy Principal - Academic at Port Moresby International School in Papua New Guinea, where he was responsible for curriculum operations and academic standards. He holds a Master's degree in Educational Studies from the University of Queensland and teaching certificates from Australia, England, and Papua New Guinea.
This document provides information about the Liceo Scientifico Statale "E. Boggio Lera" high school in Catania, Italy. The school is located in an old monastery in the historic city center and has two additional branches. It offers three course profiles: Sciences, Modern Languages, and Scientific with Applied Sciences. The Sciences profile focuses on subjects like math, physics, and chemistry to prepare students for university studies. The Modern Languages profile emphasizes the study of foreign languages and culture. The Applied Sciences option provides a practical approach to scientific subjects with a focus on skills and certification courses.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
This document provides a personal statement and CV for Wayne Miller, an experienced teacher seeking a new teaching position. Miller has over 20 years of experience teaching in the UK, Egypt, Ukraine, Qatar, Sudan, Libya, and other locations. He has taught a wide range of subjects from early years through secondary school. Miller is committed to developing students' academic and personal growth through differentiated lessons, extracurricular activities, and strong classroom management skills. He emphasizes building positive relationships with students, parents, and colleagues.
Nicola Zimmer is a UK-trained physics and science teacher with over 4 years of experience teaching ages 11-18. She has taught in both the UK and UAE. Her areas of expertise include physics, science, mathematics and PSHE across key stages 3, 4 and 5. In addition to her classroom teaching duties, she has organized various extracurricular activities and clubs. She is seeking new teaching opportunities and provides her contact information.
Audrey Paul is a motivated professional seeking a new career with excellent quantitative skills, a professional demeanor, and experience in laboratory safety. She has experience teaching science, robotics, and art history at various schools and developed successful robotics programs for students in grades 2-8, including obtaining a grant and training coaches. She has a Bachelor's degree in Natural Science with an emphasis in Chemistry and Biology.
Singapore's education system comprises 6 years of primary education followed by 4 years of secondary education. At the primary level, students learn core subjects like English, math, and mother tongue languages as well as other subjects. They take the PSLE at the end of primary 6. Secondary education offers a combination of core and elective subjects, with options to learn foreign languages. Students take one of four courses (Special/Express, Normal Academic, Normal Technical, Integrated Programme) tailored to their abilities. National exams are taken at the end of secondary education. The curriculum focuses on literacy, numeracy, sciences, and humanities, and aims to provide students with a broad education and skills for the future.
Ong Meng Foong was graduate with Bachelor of Computer Science from Singapore. Since then, They involved in online marketing till 2011. In 2012 onwards, Ong Meng Foong was involved in teaching English as a second or perhaps as the fourth language to children who could not afford to study English as it become very expensive to do so.
Ong Meng Foong, for example, is likely a female. Ong is a popular surname among the Hokkiens and Teochew. You can find many in Singapore and Northern Malaysia. The Hokkiens and Teochew are notably famous for their culinary skills. So, it is also quite likely that Ong Meng Foong may be a cook, and speak Hokkien.
This document discusses a tuition center in Singapore that provides tutoring in math, English, and science. The center focuses on small class sizes of 10 students per teacher. Teachers use the Singapore curriculum and focus on developing problem solving and critical thinking skills in math. Students are prepared for O and A level exams. In English, students are taught writing, grammar, vocabulary, and oral communication. Science classes cover topics like the reproductive, water, and circulatory systems to stimulate interest in the subject. The goal of the center is for every student to reach their full potential academically.
This document provides information for parents about Year 11 at Roding Valley High School. It begins with welcoming remarks from the Headteacher. It then discusses the school's vision and values of aspiration, respect and endeavor. Several students are highlighted for their academic achievements, including getting into top universities. Key dates are provided for Year 11 exams and parents' evenings. Support available for core subjects of English, maths and science is outlined. The importance of independent study is discussed. Advice is given on supporting students and building their belief in themselves.
Annie Roberts is a highly skilled professional with experience in education, healthcare, and civil service in both the public and private sectors in the UK and abroad. She has established an excellent reputation through continual professional development and has experience in roles such as headteacher, teacher, curriculum coordinator, and healthcare assistant. Her qualifications include a Diploma in Primary Education and she has additional training in areas such as TEFL, health and safety, and Spanish.
The document outlines guidelines for National Learning Camp (NLC) programs in the Philippines, including Enhancement Camps, Intervention Camps, and Consolidation Camps. It describes the purpose, duration, grade levels, learning areas, and other details of each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, capability building, and monitoring and evaluation of the NLC programs. The overall goal is to provide voluntary learning recovery programs during school breaks to benefit K-12 learners through enrichment, remediation, and consolidation of learning competencies.
The document provides guidelines for the implementation of the National Learning Camp (NLC) program in the Philippines. It outlines four types of camps - Enhancement Camp, Intervention Camp, Consolidation Camp, and Remedial Classes. It describes the purpose, duration, grade levels, learning areas, and other details for implementing each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, and monitoring and evaluation of the NLC program.
This presentation provides information about the GCSE subjects that students will study in Year 9. It discusses the changes to GCSEs including the new 9-1 grading scale. It provides specifics on the expectations and requirements for GCSE subjects like separate sciences, mathematics, geography, history and religious education. Students are expected to complete homework, attend interventions and revision sessions, and purchase revision guides. The presentation emphasizes the importance of working hard now to succeed in GCSE exams in Year 11.
Richella McDermott is a teacher with over 7 years of experience teaching a variety of subjects including food, home economics, textiles, and art. She has a proven track record of providing outstanding lessons and ensuring students achieve their full potential. She is currently looking for a new teaching position at a progressive school that values diversity and achievement.
This document provides information about homework expectations, attendance policies, classroom agreements, schedules, and assessments at Mt. Zaagkam School middle school in Papua, Indonesia. It outlines that homework should take 1 hour and 10 minutes per night and include 30 minutes of reading. It also describes communication methods with parents such as parent-teacher conferences, workshares, student-led conferences, and an open-door policy.
This document provides a summary of Allan D. Bowers' education and work experience. It outlines his Bachelor of Education degree from Nipissing University in 2007, as well as previous degrees in Chemistry and Chemical Engineering. For work experience, it details his current role as Founding Principal of B.C. Canadian Yantai Secondary School in China since 2015, as well as previous teaching positions in Canada, the UK, and China between 2012-2015. It also lists related non-teaching experience as a paramedic and dispatcher, as well as military and laboratory roles prior to becoming a teacher.
This document provides a summary of Allan D. Bowers' education and work experience. It outlines his Bachelor of Education degree from Nipissing University in 2007, as well as previous degrees in Chemistry and Chemical Engineering. For work experience, it details his current role as Founding Principal of B.C. Canadian Yantai Secondary School in China since 2015, as well as previous teaching positions in Canada, the UK, and China between 2012-2015. It also lists related non-teaching experience as a paramedic and dispatcher, as well as military and laboratory roles prior to becoming a teacher.
The document provides an overview of the Year 6-8 programme at Kohimarama School in New Zealand. It aims to instil a passion for lifelong learning and making positive contributions to society. The programme includes specialization options, leadership opportunities for students, a focus on the core curriculum areas, and extracurricular activities like sports, music, production. It is designed to provide students with responsibilities, opportunities and choices to belong and achieve as they progress through the senior years of primary school.
The document summarizes the GCSE/enrichment structure at Canons school. In years 7-8, students follow the core national curriculum subjects. In years 9-11, students begin GCSE, BTEC, and enrichment courses, taking exams in core subjects at the end of year 11. Students choose two additional subjects and can take GCSEs, BTECs, or enrichment courses. The weekly timetable allocates time for core subjects and options. Pros of the structure include more hours per subject and less exams than other schools, while cons are longer lessons and condensed course lengths. Suggested changes include additional life skills classes and subjects, and adjusting the timetable.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
ICP & ENGLISH & proker 2022-2023 fix (1).pptxSryharyati
The document discusses the Cambridge international curriculum used at Al-Biruni Mandiri International Class Program. It covers several subjects including English as a second language, mathematics, and science. It also outlines the coordinator's work program for the ICP & English which includes regular visits, evaluations, trainings, and examinations to ensure standards are met and students' abilities progress. Key examinations include progression checks, checkpoints, and international certificates.
Stephen Crouch is a passionate and dedicated teacher with 6 years of tutoring experience and 9 weeks of teaching experience. He is focused on creating a motivating learning environment for students and nurturing their development. Crouch has experience tutoring students from years 5 to 11 in various subjects and is skilled in identifying different learning styles. He is also organized, a quick learner, and has strong communication skills.
Nicola Zimmer is a UK-trained physics and science teacher with over 4 years of experience teaching ages 11-18. She has taught in both the UK and UAE. Her areas of expertise include physics, science, mathematics and PSHE across key stages 3, 4 and 5. In addition to her classroom teaching duties, she has organized various extracurricular activities and clubs. She is seeking new teaching opportunities and provides her contact information.
Audrey Paul is a motivated professional seeking a new career with excellent quantitative skills, a professional demeanor, and experience in laboratory safety. She has experience teaching science, robotics, and art history at various schools and developed successful robotics programs for students in grades 2-8, including obtaining a grant and training coaches. She has a Bachelor's degree in Natural Science with an emphasis in Chemistry and Biology.
Singapore's education system comprises 6 years of primary education followed by 4 years of secondary education. At the primary level, students learn core subjects like English, math, and mother tongue languages as well as other subjects. They take the PSLE at the end of primary 6. Secondary education offers a combination of core and elective subjects, with options to learn foreign languages. Students take one of four courses (Special/Express, Normal Academic, Normal Technical, Integrated Programme) tailored to their abilities. National exams are taken at the end of secondary education. The curriculum focuses on literacy, numeracy, sciences, and humanities, and aims to provide students with a broad education and skills for the future.
Ong Meng Foong was graduate with Bachelor of Computer Science from Singapore. Since then, They involved in online marketing till 2011. In 2012 onwards, Ong Meng Foong was involved in teaching English as a second or perhaps as the fourth language to children who could not afford to study English as it become very expensive to do so.
Ong Meng Foong, for example, is likely a female. Ong is a popular surname among the Hokkiens and Teochew. You can find many in Singapore and Northern Malaysia. The Hokkiens and Teochew are notably famous for their culinary skills. So, it is also quite likely that Ong Meng Foong may be a cook, and speak Hokkien.
This document discusses a tuition center in Singapore that provides tutoring in math, English, and science. The center focuses on small class sizes of 10 students per teacher. Teachers use the Singapore curriculum and focus on developing problem solving and critical thinking skills in math. Students are prepared for O and A level exams. In English, students are taught writing, grammar, vocabulary, and oral communication. Science classes cover topics like the reproductive, water, and circulatory systems to stimulate interest in the subject. The goal of the center is for every student to reach their full potential academically.
This document provides information for parents about Year 11 at Roding Valley High School. It begins with welcoming remarks from the Headteacher. It then discusses the school's vision and values of aspiration, respect and endeavor. Several students are highlighted for their academic achievements, including getting into top universities. Key dates are provided for Year 11 exams and parents' evenings. Support available for core subjects of English, maths and science is outlined. The importance of independent study is discussed. Advice is given on supporting students and building their belief in themselves.
Annie Roberts is a highly skilled professional with experience in education, healthcare, and civil service in both the public and private sectors in the UK and abroad. She has established an excellent reputation through continual professional development and has experience in roles such as headteacher, teacher, curriculum coordinator, and healthcare assistant. Her qualifications include a Diploma in Primary Education and she has additional training in areas such as TEFL, health and safety, and Spanish.
The document outlines guidelines for National Learning Camp (NLC) programs in the Philippines, including Enhancement Camps, Intervention Camps, and Consolidation Camps. It describes the purpose, duration, grade levels, learning areas, and other details of each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, capability building, and monitoring and evaluation of the NLC programs. The overall goal is to provide voluntary learning recovery programs during school breaks to benefit K-12 learners through enrichment, remediation, and consolidation of learning competencies.
The document provides guidelines for the implementation of the National Learning Camp (NLC) program in the Philippines. It outlines four types of camps - Enhancement Camp, Intervention Camp, Consolidation Camp, and Remedial Classes. It describes the purpose, duration, grade levels, learning areas, and other details for implementing each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, and monitoring and evaluation of the NLC program.
This presentation provides information about the GCSE subjects that students will study in Year 9. It discusses the changes to GCSEs including the new 9-1 grading scale. It provides specifics on the expectations and requirements for GCSE subjects like separate sciences, mathematics, geography, history and religious education. Students are expected to complete homework, attend interventions and revision sessions, and purchase revision guides. The presentation emphasizes the importance of working hard now to succeed in GCSE exams in Year 11.
Richella McDermott is a teacher with over 7 years of experience teaching a variety of subjects including food, home economics, textiles, and art. She has a proven track record of providing outstanding lessons and ensuring students achieve their full potential. She is currently looking for a new teaching position at a progressive school that values diversity and achievement.
This document provides information about homework expectations, attendance policies, classroom agreements, schedules, and assessments at Mt. Zaagkam School middle school in Papua, Indonesia. It outlines that homework should take 1 hour and 10 minutes per night and include 30 minutes of reading. It also describes communication methods with parents such as parent-teacher conferences, workshares, student-led conferences, and an open-door policy.
This document provides a summary of Allan D. Bowers' education and work experience. It outlines his Bachelor of Education degree from Nipissing University in 2007, as well as previous degrees in Chemistry and Chemical Engineering. For work experience, it details his current role as Founding Principal of B.C. Canadian Yantai Secondary School in China since 2015, as well as previous teaching positions in Canada, the UK, and China between 2012-2015. It also lists related non-teaching experience as a paramedic and dispatcher, as well as military and laboratory roles prior to becoming a teacher.
This document provides a summary of Allan D. Bowers' education and work experience. It outlines his Bachelor of Education degree from Nipissing University in 2007, as well as previous degrees in Chemistry and Chemical Engineering. For work experience, it details his current role as Founding Principal of B.C. Canadian Yantai Secondary School in China since 2015, as well as previous teaching positions in Canada, the UK, and China between 2012-2015. It also lists related non-teaching experience as a paramedic and dispatcher, as well as military and laboratory roles prior to becoming a teacher.
The document provides an overview of the Year 6-8 programme at Kohimarama School in New Zealand. It aims to instil a passion for lifelong learning and making positive contributions to society. The programme includes specialization options, leadership opportunities for students, a focus on the core curriculum areas, and extracurricular activities like sports, music, production. It is designed to provide students with responsibilities, opportunities and choices to belong and achieve as they progress through the senior years of primary school.
The document summarizes the GCSE/enrichment structure at Canons school. In years 7-8, students follow the core national curriculum subjects. In years 9-11, students begin GCSE, BTEC, and enrichment courses, taking exams in core subjects at the end of year 11. Students choose two additional subjects and can take GCSEs, BTECs, or enrichment courses. The weekly timetable allocates time for core subjects and options. Pros of the structure include more hours per subject and less exams than other schools, while cons are longer lessons and condensed course lengths. Suggested changes include additional life skills classes and subjects, and adjusting the timetable.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
ICP & ENGLISH & proker 2022-2023 fix (1).pptxSryharyati
The document discusses the Cambridge international curriculum used at Al-Biruni Mandiri International Class Program. It covers several subjects including English as a second language, mathematics, and science. It also outlines the coordinator's work program for the ICP & English which includes regular visits, evaluations, trainings, and examinations to ensure standards are met and students' abilities progress. Key examinations include progression checks, checkpoints, and international certificates.
Stephen Crouch is a passionate and dedicated teacher with 6 years of tutoring experience and 9 weeks of teaching experience. He is focused on creating a motivating learning environment for students and nurturing their development. Crouch has experience tutoring students from years 5 to 11 in various subjects and is skilled in identifying different learning styles. He is also organized, a quick learner, and has strong communication skills.
1. Mauro Penedo - Physics/Chemistry/Science/Maths Teacher
74 Umfreville Road, N4 1SA, London
Mobile: (+44) 788 921 5494
E-mail: mauro_penedo@hotmail.com
DBS and QTS Owner
Date of Birth: 27/05/1979
Nationality: Portuguese
Personal Statement:
I am a fully qualified teacher with over 13 years of teaching experience. I am enthusiastic, highly motivated,
organised, motivated, adaptable and dedicated. I have excellent interpersonal and organisation skills. I easily
cultivate trusting and productive relationships with students, parents, teachers and school staff. I have
extensive experience and knowledge in teaching Science, Physics and Chemistry (up to year 13), as well as
Mathematics (up to year 11).I aim to share enthusiasm, training and teaching methods. I am really dedicated
to my students in order to make sure they are able to achieve their highest possible standards. I always tailor
my teaching methods according to the capacity of each student, providing differentiation in all my classes.
Teaching Experience:
2015/2016: Nightingale Academy, London, United Kingdom
• Taught science to Key Stage 3, 4 and 5 (Years 7 to 13)
• Established clear objectives for all lessons and projects
• Prepared students for the GSCE Exams (KS4) and University Examinations (KS5)
• Provided tuition in Physics to year 12 and year 13 students
• Set and communicated ground rules for the classroom based on respect and personal
responsibility
• Worked as a member of a team, positively contributing to effective working relations within the
school
• Assessed, marked, recorded and reported on the attainment, attendance and progress of
students
• Maintained discipline and encourage good practice with regard to punctuality, behaviour and
standards of work
2014/2015: Phoenix High School, London, United Kingdom
• Responsible for preparing lessons, teaching, marking and assessment of years 7, 8, 9 (KS3,
Science), 10, 11 (KS4, Physics) and years 10 BTEC and 12 BTEC (Medical Applied Science)
• Taught using a variety of delivery methods which stimulate learning, meeting the demands of
the curriculum and the needs of the students
• Assessed, recorded and reported on the attainment, attendance and progress of students
• Maintained discipline and encourage good practice with regard to punctuality, behaviour and
standards of work
• Prepared students for the GSCE Exams
• Established clear objectives for all lessons and projects
• Communicated with parents and outside bodies as appropriate
• Set and communicated ground rules for the classroom based on respect and personal
responsibility
• Worked as a member of a team, positively contributing to effective working relations within the
school
• Attended to open evenings and parents’ evenings, morning assemblies, staff morning briefing
and subject meetings
• Responsible for promoting and safeguarding the welfare of students
2. 2013-2014: Several UK Schools (Day to Day and Science Supply Teacher): Ricards Lodge High
School, Preston Manor High School, Quintin Kynaston School, Skinner's Academy, St
Angela's Ursuline Convent School
• Taught science, as a supply teacher, to Key Stage 3, 4 and 5 (Year 7 to Year 13)
• Established clear objectives for all lessons and projects
• Set and communicated ground rules for the classroom based on respect and personal
responsibility
2010-2013: Agrupamento de Escolas da Bemposta, Portimão, Portugal (State Autonomous School)
• 3 years Science teaching:
• Taught general science to Key Stage 3 (Year 7 to 9) and Physics and Chemistry to Key stages
4 and 5 (Year 10 to Year 13)
• Taught the subject of “Food Hygiene and Safety” for the professional course “Technical
Processing and Quality Control”, certified by POPH
• Supervisor lessons observed and always graded as “Very Good”
• Organization and management of school events and meetings
• Prepared and analyzed the administrative documentation and reports
• Class Director and Class Secretary
• Created Extra-curricular clubs (Astronomy and Experimental Activities)
• Participated and organized multicultural exchange (several trips around Europe) program
named “Comenius”, for students and professors
• Responsible for the organization of the "Week of Science", "Olympics of Chemistry and
Physics", “Day of Experimental Activities"
• Director of Chemistry and Physics Laboratory Facilities
2009/2010: International School of Vilamoura, Portugal (Independent International School)
• 1 year teaching AS Physics (Cambridge Curriculum), Preparation for the Cambridge Exams
• Taught the subject of AS Physics (Year 12) in English language (as a second language)
• Prepared students for three international exams: multiple choice, theoretical and practical
exams, produced by the UNIVERSITY OF CAMBRIDGE
2007-2009: Colégio Raínha Dona Leonor, Caldas da Rainha, Portugal (Independent School)
• 2 years teaching Science
• Taught Science to Key Stage 3 and 4 (Year 7 to Year 11) and Chemistry to KS5 (Year 12/13).
• Taught Science Project to Key Stage 5 (Year 12)
• Taught the subject of Science for students of the second year of professional course "Technical
Management and Computer Science."
• Director of Chemistry and Physics Laboratory Facilities
• Responsible for the organization of the "Observation Night", "Day of the Planetarium", "Week of
Science", "Olympics of Chemistry and Physics", “Week of Experimental Activities”.
2003-2007: Several Schools: Escola Secundária de Santa Comba Dão; Escola Básica de Minde;
Agrupamento de Escolas de Pombal, Portugal (All State Schools)
• 2 years teaching Science, 1 year teaching Mathematics (Enrichment Curricular Activities)
• Taught Science to Key Stage 3 and 4 (Year 7 to Year 11)
• Taught Mathematics and Science Experiments to KS1 and KS2 (Year 1 to Year 4) at several
primary schools of Pombal.
• Taught Mathematics to Key Stage 2 (Year 5 and Year 6)
Other Experience:
2003-2014: Private Lessons Teacher (Tuition/Tutoring)
• Taught in private lessons to small group students. Was responsible for teaching, explaining and
tutoring Science, Physics and Chemistry (Year 7 to 13) and Mathematics (Year 5 to 11).
3. 2006: Science Demonstrator of the Live Science Centre of Coimbra, Coimbra, Portugal
• Responsible for the demonstration and explanation of several experimental activities for the
general public visiting the Science Centre.
2003-2014: Teacher Professional Development, Training and Formations
• Participated in several professional training and development programs/INSET, all linked to the
area of education (chemistry, physics, astronomy, mathematics, biology, science education,
smart board, virtual school, etc.).
Education and Qualifications:
1998-2003: University Degree in Chemistry - Educational Branch - Teaching of Physics and Chemistry,
Faculty of Science and Technology, University of Coimbra, Portugal
Subjects Included: General Chemistry, General Physics, Mathematical Analysis, Organic
Chemistry, Laboratorial Chemistry, Modern Physics, Electromagnetism, Educational
Psychology.
2002/2003: Pedagogic Internship (Teacher Training)
Accomplished the mandatory one year teaching practice supervised by an older teacher, at the
School Dr. Pedrosa Verissimo, Paião, where taught the subject of physics and chemistry to the
Year 8 and Year 9.
Job Related Skills:
• Excellent mathematical, analytical and decision making skills;
• Strong behaviour management skills;
• Excellent classroom skills;
• Committed with high expectations of all pupils;
• Good knowledge of teaching materials related to science, physics and chemistry;
• Able to work under pressure and meet project deadlines;
• Responsible and reliable;
• Able to work independently without closer supervision, though excellent team player;
• Flexible, adaptable with constant learning attitude;
• Strong interpersonal, communication (written and oral) and presentation skills;
• Proficient with Microsoft Office programs (Excel, Word, Outlook), Internet Explorer, HTML, Fortran 77
and Pascal Programming Languages;
Language Skills:
4. References:
On Request
Mother
tongue:
Portuguese
Other
languages
UNDERSTANDING SPEAKING WRITING
Listening Reading
Spoken
interaction
Spoken
production
English C1 C1 C1 C1 B2
IELTS (International English Language Testing System) certificate,
made on the 8th of June 2013, with the overall band score of 6.5
out of 9, corresponding to the C1 (Proficient User) of the CEF
(Common European Framework) Level.
Spanish C1 C1 B2 B2 B2
No certificate yet. Had Spanish language subject during 3 years at
high school. Levels are based on personal opinion.
Levels:A1/2: Basic user - B1/2: Independent user - C1/2 Proficient user
Common European Framework of Reference for Languages
C1 C1 B2