1. Wayne Miller – Personal Statement
UK Address: 3 Gladstone Terrace
Barrowford, Nelson
Lancashire
BB9 8NL
Tel: UK (01282) 549682
Mobile: UK 0787 1508 471
Email: m.wayne@hotmail.co.uk
Skype Address: nickolasmiller
Professional Profile:
Committed and capable teacher with strong curriculum and pastoral experience
combined with applicable departmental skills.
• Experienced in curriculum development and management N.C. and I.B.
• Strong skills in all aspects of teaching and assessment, including preparing
differentiated lessons and motivating student interest, fostering a positive and
productive classroom environment to encourage an enthusiasm for learning
• Experienced in students’ educational & pastoral welfare/care
• Awareness of current policies on inclusion & knowledge of curriculum framework
• Good communication skills with ability to develop effective working relationships
with fellow professionals, parents and students. Working as part of a dept team
• Effective classroom management and organisation skills
• Excellent experience organising Extra-Curricular Activities and as a PE Teacher
• Excellent working relationship with fellow colleagues and students
Career Experience:
Various UK Supply Teaching Agencies – Secondary teacher from January to April 2015.
English: Year 7, 8 and 9, Math’s: Year 7 & 8, Humanities: Year 7, 8 and 9 and Physical
Education: Year 7 – 10. I have also taught KS1 & KS2 Primary Studies, and KS3 Humanities
and PE from March 2015 to-date.
British International School, Cairo, Egypt – Aug 2014 to Dec 2014 & Feb 2015 to Mar 2015
GEMS British International School of Alexandria, Egypt – January 2013 to June 2014
Year 2, 3 and 6 Classroom Teacher & Key Stage 1 Coordinator. Humanities H/G/RE Year 7-10
(Int. Supply Agency Contract)
The British Continental School, Cairo, Egypt
The British International School, Kiev, Ukraine
November 2011 – April 2012
Primary/Secondary Teacher (Key Stage 1, 2 and 3) - (Int. Supply Agency Contract)
The Cambridge International School, Doha, Qatar & British School in Khartoum, Sudan
British National Curriculum - (Int. Supply Agency Contract) April 2011 – November 2011

2. English Language Coordinator Years 5-10 (6 Classes) & Key Stage 1 Classroom Teacher
• Planning student curriculum on school portal
• Pastoral and education welfare of the students
• Assisting with extra-curricular activities – school sports teams and clubs
International School of Tripoli, Libya (GEMS School) October 2009 – March 2011
British National Curriculum (Returned to the UK owing to internal conflict
Key Stage 1 (Coordinator) Head of House, Year 2 Classroom Teacher (2 Year Contract)
• Supporting NQTs within Key Stage 1 and 2 – Mentor/Appraisals
• Assisting ESL and SEN Programmes of study
Key Stage 2 (Year 4 and 6) Classroom Teacher
I also assisted in covering GCSE Humanities Teacher – Year 7 and 8 & Secondary English
Cover Teacher, PE Advisory Coordinator (Whole School).
• Responsible for development and co-ordinating British National
Curriculum programmes of study and learning strategies
• Participation in curriculum-planning forums and Inset development
meetings
• Preparation/delivery of differentiated lessons and assessment/recording
• Writing assessments/tests and internal end of year exams and report
writing
• Cross curricular links with other year group subjects
• Experience of Ostaz On-line interactive learning delivery
• School policy curriculum development meetings Key Stage
1&2/Professional Development & Inset Workshops
• Pastoral and educational welfare of students
• Assisting After School Clubs Co-ordinator
• Liaison closely with the schools SEN Department, student appraisals
State Education Schools (London & North Yorkshire) September 2008 – September 2009
Supply Teacher (Primary/Secondary) Key Stage 2 and Key Stage 3
● Undertake a range of assignments in a variety of schools, teaching
various
subjects to national curriculum and examination requirements, Key
Stage 1/2/3
● Teaching students with a wide range of abilities
● Preparation/delivery of differentiated lessons and assessment/recording
● Adaptation to school's community culture and teaching requirements
Southbank International School, London August 2000 – June 2009
Southbank International School was the first school in the UK to be IB
accredited.
The school has an excellent reputation within IB towards its continuous
development and implementation of the IB Programme with due emphasis
given to an open, inclusive community, a school without walls, with a
curriculum that reflects the international nature of the school's bilingual
student body and faculty. Features annually in the Times top 100 UK
Independent Schools for examination results.
Role: Head of PE - Classroom Teacher Grades 1, 2 and 4 - 9 After School Activities Co-

3. ordinator - Specialised Team Leader, PHSE Middle School and acting Careers Advisory.
● Development PE Programme towards IB requirements
● Classroom Advisory Cover Teacher (PYP) & (MYP), three campuses
● Co-ordinator After School Activities, House Events, Clubs and
Community Links
● Qualified School First-Aid Teacher – School Mini Bus D1 Driver
● Liaise with educational/development agencies
● Experienced of implementation (IB programmes/units of inquiry)
● Attending regular Inset Workshops UK and International
● Implementation of on-going reporting system, electronic portfolios,
student-led
Conferences, Activity Weeks, IB cross-curricular link requirements
NQT Mentor 2005-2007
Achievements:
Personal and professional success with the implementation of the IB
Programme in all areas of the school curriculum and community
activity links.
Accredited as an Active School Status – Sports-mark Gold (Sports
England), Charter Standard School (County Winner) FA.
English Academy International School, Cairo August 1995 - June 2000
Selective National & International School
Teacher / Co-ordinator – T.I.C., H.O.H, Counsellor, Curriculum Co-ordinator
• Responsible for development and co-ordinating British National
Curriculum programmes of study
• Teach History and Geography up to Grade 9
• Lesson preparation/delivery and assessment/recording
• Attend school policy curriculum development meetings
• Co-ordinate curriculum, ensuring necessary integration and progression
• Control budget, resources and policy
• Support qualified and non-specialist staff
• Contributing to weekly Inset Workshops and Teacher Mentor
Pastoral
• All aspects of the educational and pastoral welfare of pupils’ throughout
the school
• Prep International Counsellor and Middle School Counsellor
• H.O.H. Counsellor. Organise school activities. After School Activities
Co-ordinator
After-School Activities
• After-school activities co-ordinator - clubs/school teams
• Organising extra-curricular activities – school trips etc
Previous Responsibilities
• Head of P.E: English Teacher; Form Tutor; Humanities; Sec/Prep
Counsellor
Achievements:
Developing the KS1 & KS2 curriculum for History, Geography and PE subjects
through programmes of study, cross curricular and extra curricular links.

4. Buckswood Summer International School, Uckfield, UK June-September 1997-98
(2
summers)
Centre Counsellor / TEFL Tutor / Activities Co Coordinator
• Teacher/Coach academic and sports organising programmes of study
• Pastoral responsibilities. Boarding – Dormitory Supervisor
• School minibus driver
• Qualified First Aid Coordinator
• Assisting with TEFL course/studies development
Kirklees Education Authority September 1994 – June 1995
Greater Manchester Education Authority
Supply Teacher
• Teach all aspects of the national/early year’s curriculum to all primary and
secondary age groups; specialises in History, Geography and P.E
• Preparation/delivery of differentiated lessons and assessment/recording of pupils’
progress
• Adapt quickly to the schools culture and methods
• Liaise closely with colleagues and parents
• Contribute to the full curriculum programme of the school
BUNA Camp. Pennsylvania, Philadelphia, USA Summer 1994
Camp Counsellor/ Sports Co-ordinator
• Activities Coordinator
• Teaching English – Primary and Secondary Age Groups
• Sports Coach
• Counsellor
• First-Aid Team
• Driver
Sunnybank Independent School, Burnley August1990 - June1994
General Subject Teacher/Head of PE - Key Stage 2 (Year 4)
• Teaching all areas of the curriculum
• Planning, preparation and recording
• Assessment and report writing
• Games Co-ordinator and After School Activities
• Developing skills, knowledge and understanding through regular Inset
Workshops
Todmorden Road Junior School, Burnley August 1989 - July 1990
Probationary Teacher
• General subject teacher (KS2)
• After School Club Coordinator
• Attending workshops - INSET
Education & Qualifications:
(PGCE Degree) Primary Classroom Teacher - (Key Stage 2)
(Specialised Subjects) Numeracy, Literacy, Humanities and Physical Education

5. Bedford Teaching College
Barden Comprehensive School, Burnley
Burnley College – Higher Education
A Level: Pre - Selected Subjects - Maths, History and Geography
O Level: English Language, English Literature, Art, Biology, Physics,
R.E, PE Studies and Social Studies.
N.C. & I.B. Inset Workshops – Professional/Personal Development
• RSA Cambridge Certificate (TEFL)
• Using a variety of media and interact
• Internationalism in the classroom
• Core Subjects through Topic Work
• Functional Demands ESL/EFL
• Counselling PYP/MYP
• Child Protection Training LEA
• Effective classroom management & organisation skills
• Development of IB Programme
• Topic Work in Classroom
• Display and Presentation
• P.E for Children
• Appraisal Curriculum Subjects
• Curriculum Planning - Assessment - Attainment
• CIPP Science Workshop (Key Stage 2) Cairo 2009
• IB Workshops in Zurich (2003/04/05)
• First Aid Certificate at work (Sept 2006)
• British Red Cross Epinephrine and Life-Saving Course (Nov 2007)
Additional Personal Information:
Status: Single Driving Licence: Full & Clean Health: Excellent
Leisure Interests: sport, travelling, music and experiencing new cultures
References:
Referees enclosed from school management, fellow teachers and parents
Additional Information
Throughout my career I have enjoyed teaching in state, independent and international
schools. I have had the opportunity to display and implement a wide range of teaching
methods with children from varied social and cultural backgrounds ranging from
EC/Kindergarten up to Key Stage 4. I have gained confidence in my abilities and
teaching methods, and succeeded in establishing and maintaining excellent
relationships with students' parents, fellow colleagues and professional bodies
throughout the education system and within the local communities. Through personal
commitments I now need to seek out new challenges and opportunities applicable to my
current and/or previous comprehensive teaching experience with possible roles of
responsibility to suit my teaching aspirations.
My aims are to provide a stimulating, engaging and rewarding learning environment
where each student regardless of background or ability, is treated fairly and positively
as an individual, contributing member of the class. I believe in providing a balanced,
active curriculum whereby students are encouraged to develop increasing confidence

6. and self-motivation, and to become aware of the purposeful nature of their own learning
expectations.
"I believe that the best teaching strategy places the student at the heart of the learning
process where every opportunity the lessons should be student-led to suit individual
needs and aspirations". The curriculum should be broad-based, balanced and
differentiated. It must also be relevant to the needs and expectations of the individual
student. To this end, I maintain a positive, disciplined and highly productive classroom
where the students feel happy, confident and inspired to participate in all assigned tasks
with rewarding short term results and long term personal goals.
I have found that my interests within the curriculum (Key Stage 1 and Key Stage 2
Classroom Teacher, Primary and Secondary Humanities, Physical Education up to Key
Stage 4) have enabled me to offer a wide range of practical, creative activities that have
helped students' gain confidence to express themselves, and to harness their innate
sense of curiosity and urge to discover. It is of great importance that students enjoy their
learning and this should be of a high priority to all teachers’ philosophy of teaching.
Teaching areas should be bright, cheerful and attractive, providing stimulation to both
their layout and the resources available. Student’s work should be displayed in such a
way that it can be seen to be valued, whilst also providing encouragement for others to
achieve even higher standards. Effective Behaviour Management – by using a range of
techniques including agreed ground rules, praise and reward and merit systems, I have
always maintained very good classroom management skills.
To ensure that students achieve their full potential, curriculum differentiation is an
essential prerequisite. It is necessary to plan carefully and prepare work with the needs
and objectives of each child in mind. Teaching in a wide variety of schools and
counselling work at national and international summer camp programmes has enabled
me to develop my sensitivity and understanding of those students who have exceptional
abilities, special learning difficulties and/or behavioural problems. I have found that by
using the cultural background and experiences of each child as a basis for learning, he
or she can be stimulated and motivated both to progress and achieve considerable
success. I have successfully integrated special needs children into mainstream classes.
Education is a process of realising every individual's full potential, whatever their
cultural background or ability.
It should aid their all-round development, socially, morally and academically. I do
consider my self very much responsive, initiative and positive towards student's needs
and their increasing aspirations.
Also, as a keen sportsman, I have enjoyed teaching Physical Education and Games in
several schools. I have also co-ordinated numerous sports activities including after
school club programmes and was happy to implement a collaborative approach towards
planning and teaching strategies with my fellow colleagues in a number of subjects.
I played a key role in extending team game provisions in the school by encouraging a
wider programme of fixtures and appropriate activities developing units and schemes of
work that incorporated National Curriculum and IB guidelines.
Just as success on the sports field demands teamwork and a high standard of personal
discipline, I take conscious steps to ensure that children develop respect for
themselves, each other, and the places in which they work and learn. I am very keen to
promote manners, self-discipline, self esteem and co-operation in all group situations at
school and at all off-site activities. I take pride in developing a relaxed but challenging
working atmosphere in my lessons.

7. I have gained a wide range of administrative and planning skills through organising and
implementing these activities. I have arranged school fixtures, trips, transport to and
from venues as well as fund-raising events etc, and have developed close links with
parents and members of the local community.
I believe these acquired long-term skills and experiences will prove invaluable in many
areas of curriculum management and development, and also assist in the possible
introduction or extension of existing extra-curricular activities and commitment within
your school. I feel that the value of such activities is immeasurable in developing
students to their full potential and in terms of the social and spiritual aspects of
education as such they should be fully encouraged.
It is very important to recognise that parents have a leading role to play as partners in
the learning process of their children. I am always keen to extend links between the
home and school, and am happy to welcome the assistance of parents in the classroom
at special events. Their contribution to the life of the school must not be overlooked if
we are to generate and sustain the support and encouragement that the students'
require in the home. Also essential is the desire to generate the interest and support of
others – other educational and voluntary establishments, governors, local authorities,
business and related industry. All of these organisations and agencies can make a
valuable contribution in raising the profile of the school within their local community.
I am well qualified and have demonstrable experience in teaching both National
Curriculum and International Baccalaureate up to Key Stage 4. My commitment within
the profession will be more than apparent. My classroom has a lively, enthusiastic
atmosphere and extremely well organised. The students' benefit greatly from my
preparation and firm but friendly personality. I am a traditionalist in my teaching
methods though I do often integrate modern tried and tested new teaching initiatives. I
have a good sense of humour and an excellent relationship with my students, combined
with a high resistance to stress that often comes with this profession.
I am confident I have the commitment and skills necessary to enable your school to
continue to provide children with the very best education. I shall be happy to provide
further information if necessary, and would welcome the opportunity of meeting with you
to discuss further my application.
I have also enclosed a brief summary of my SEN experience -
I have taught in a number of schools both in the UK and overseas working either closely
with the appointed SEN teacher within my own class as well as KS1 and KS2
Coordinator, and in one school I was appointed as the SEN teacher for a whole
academic year covering the Primary School.
Duties included working as the classroom teacher alongside the SEN teacher's SEN
Advanced Programme/Curriculum: Supporting students (individual and in small groups)
with their learning in order to reach their individual personal development and full
educational potential.
I have also supported students who have physical disabilities, sensory impairments,
speech and language difficulties i.e. dyslexia, autism, social, emotional and mental
health needs, or a combination of these difficulties. At the same time I have also

8. worked with more gifted and talented students.
What is very important in teaching SEN students is that you can identify individual
needs and obviously being responsible for creating a safe, stimulating and supportive
learning environment.
My duties have involved -
• Teaching individuals or in small groups either inside the classroom or in my own
SEN room
• Preparing lesson plans and relevant resources
• Collaborating closely with the classroom teacher and line management to define
appropriate activities within the curriculum
• Developing and adapting conventional teaching methods to meet the needs of
the students
• Using IT facilities/materials to stimulate the student's learning
• Assessing/Identifying students learning needs
• Working with the head teacher and governing body to ensure that the
requirements of the Equality Act (2010) are met in terms of reasonable
adjustments and access arrangements
• Liaising with other professionals both in the school and those available outside
the school
• Working closely with parents
• Organising appropriate activities outside the classroom, sporting activities and
educational/social trips/visits
• Admin; keeping records, monitoring student progress
• Update professional learning - INSET, local and international workshops
• Behaviour management
Referees
Mr James Parker (School Principal) * Email: james.parkergemsschools@gmail.com
GEMS International School Alexandria & Cairo, Egypt
Mrs. Julie Preston (Head of Key Stage 1 & Key Stage 2
British International School, Cairo, Egypt *Email: julie.preston1995@gmail.com
Mr Ahmed Kamel (Owner/Director) * Email: a.kamelmideaststaff@gmail.com
GEMS International School, Alexandria, Egypt
Ms. Jenny Smith (Head of Curriculum) Email: jennysmith.berrymedesch@mail.com
Berrymede School, London
Mr Glen Mundy (School Principal) * Email:
principal@internationalschooltripoli.com§
crocmundy@yahoo.co.uk

9. Dr. John Young (Head of Primary) * Email:
h.primary@internationalschooltripoli.com§
GEMS International School, Tripoli
PO Box 91043, Sarja, Tripoli, Libya - IST school now closed April 2012
Dr. Mariam Hisham (posts held) * Email: drmariamhisham@yahoo.co.uk
Principal at 3 schools – North Africa & Middle East
International Education Manager/Coordinator Head of Mathematics
Mr David Graham (Head of Primary) * Email: dgraham777@hotmail.co.uk
Continental International School, Egypt
Mr Michael Greenwood (Head of Primary) * Email: -
British International Unity School m.greenwoodunityschool@mail.com
Copthall Buildings, Khartoum, Sudan greenwoodm.unityschool@mail.com
Mr Ahmed Khalliy (Head Teacher) * Email: akhalliykrecruit@yahoo.com
The Cambridge International School, Al-Madeed Street, PO Box 22580, Doha, Qatar
Mrs Alice Anderson (Head of Key Stage) retired Email: alice.anderson55@mail.com
Sunnybank School, Manchester Road, Burnley, Lancashire UK
Dr. Vandan (Deputy Principal + Academic Co) Email:
cambridgeschool@qatar.net.qa§
The Cambridge International School, Al-Madeed Street, PO Box 22580, Doha, Qatar
Jane Treftz Principal (retired) *Email:
jane.treftz@southbank.com§
Southbank International School
Selection of supporting references available from the following parents -
Mrs Cecilie von Daehne (London) tel: 0207 916 9142 mobile: 0777 5653 294
Mrs Sarah Fisher (Texas) email: skywoman22@googlemail.com
Mrs Cooper-Hohn (London) tel: 0207 266 5633 email: jamie@cooperhohn.com
Mr & Mrs Suhrcke (Zurich) email: Michaela@Suhrcke.com
Mr and Mrs Finn (Zurich) email: londonfinns@aol.com
Mrs Marwa Hamdi (Cairo) email: marwa_hamdi@yahoo.com
Dr David Harrison email: dr.davidharrisonstjames@gmail.com
* Through professional courtesy please do not contact my current employers until a firm offer of
employment has been made.
Date: October 2016
Wayne Miller
3 Gladstone Terrace
Barrowford,
Nelson
Lancashire
BB9 8NL
UK
UK (01282) 549682
UK 0787 1508 471

10. Email: m.wayne@hotmail.co.uk
Skype Address: nickolasmiller
To Whom It May Concern:
Please accept this letter and my enclosed CV as my application for a teaching post at
Key Stage 1 & Key Stage 2 – UK National Curriculum - PYP & MYP- CPP. I would also
consider an applicable Secondary post relevant to my teaching experience – English,
Humanities and a keen interest in Physical Education see previous experience.
I have gained considerable experience teaching Reception, Key Stage 1 and Key Stage
2. I have also gained experience teaching KS3 and KS4 up to A Level. I have also
gained experience as a Lecturer and Specialised Teacher – English, Humanities, TEFL,
Physical Education, PHSE, Careers Advisor, Instructor/Appraiser and Private Tutor.
In addition to these roles I have gained experience as a Coordinator, Head of
Department, Head of Year and a Counsellor, incorporating IB (PYP & MYP) and British
National Curriculums (EC – Key Stage 4).
I am now seeking an opportunity to secure a long term teaching post applicable
to my personal and professional requirements -
I possess very good qualifications and have undertaken extensive courses and in-
service training to develop further my teaching methods and curriculum knowledge.
My entire career to date has been teaching a wide range of subjects to a variety of age
groups within two main curriculum's holding numerous roles of responsibility.
I have taught a number of years in the state sector and in recent years more often within
the Independent and International schools sector in the UK and North Africa/Middle
East. I can confidently say that I have achieved and surpassed my own professional
goals in gaining personal rewarding success, and will continue to do so in attaining my
own aspirations within the teaching profession.
Having taught in a number of very prestigious schools, I have gained invaluable
experience and ongoing professional development within the British National Curriculum
up to Key Stage 3 as well as in International Baccalaureate (PYP/MYP) EC – Grade 8,
supported and developed further through regular individual, departmental, whole school
National and international Inset Workshops to update new UK National Curriculum
initiatives and teaching methods.
I have a very keen interest in education combined with invaluable life-skills with a very
good all-round academic and practical background to support this as well as the
determination to keep my professional attributes up-dated through continued
professional development.
I do consider myself very flexible towards my teaching capabilities in a number of
important areas of the curriculum, including a wide range of subject teaching,
counselling and well-being of each individual student.
My ultimate professional success and personal development has been as a Classroom
Teacher (Key Stage 1 and 2) as well as a specialist teacher for Humanities and PE up
to Key Stage 4. Though, I have taught Literacy up to year 10 and Numeracy up to year
9. In addition to this, I have been involved in developing the curriculum to suit various

11. subjects that has incorporated assertive assessment, attainment levels, and strategies
and after school club programmes. This catered for whole class and individual needs
and expectations to improve upon standards, self-esteem, confidence and ultimately,
aspirations within all areas of the whole school and local community.
During my career I have developed skills in classroom management, gaining experience
in the continuous cycle of planning, teaching, evaluation and progress reporting. I have
also taken a keen and active involvement in departmental and school curriculum
development, pastoral and extra-curricular activities. This wide range of experience has
enhanced my professionalism, incorporating my teaching styles and attributes thus
helping me develop into a very confident teaching practitioner in Foundation, Primary,
Middle and Secondary/High school.
My overall teaching experiences have enabled me to confidently and competently
achieve high standards of ability within the confines of the school's and parent’s
expectations and additional support needs throughout this crucial time of the child’s
academic and personal development.
I have gained experience of assessment, moderation, recording and reporting at school
level, and the ability to respond sensitively and appropriately to challenging situations. I
have the ability to plan coherent, progressive and stimulating teaching programmes
which match student’s needs and abilities.
I am a mature and dedicated individual with a pleasant, friendly, outgoing personality. I
know that I would be able to make an enthusiastic and fully-committed contribution to
your school and more importantly to your student’s educational and social development.
I am also a very good communicator and cope extremely well under pressure as well as
thoroughly enjoying the challenge of a busy, vibrant and demanding working
environment.
I am most adamant that my current and previous experience combined with my
energetic and enthusiastic personality will fulfil your school’s overall criteria and
professional expectations of your new teachers.
I would be happy to discuss my application in more detail and I look forward to hearing
from you in due course.
Yours sincerely,
Wayne Miller