Wayne Miller – Personal StatementUK Address: 3 Gladstone Terrace Barrowford, Nelson Lancashire BB9 8NL

Tel: UK (01282) 549682 Mobile: UK 0787 1508 471

Email: m.wayne@hotmail.co.ukSkype 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 2015GEMS British International School of Alexandria, Egypt – January 2013 to June 2014Year 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 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 2011British 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-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 2000Selective 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. 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 1995Greater 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

Bedford Teaching College

Barden Comprehensive School, Burnley Burnley College – Higher EducationA 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: ExcellentLeisure 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 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.

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 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 require-ments 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.comGEMS International School Alexandria & Cairo, Egypt

Mrs. Julie Preston (Head of Key Stage 1 & Key Stage 2British International School, Cairo, Egypt *Email: julie.preston1995@gmail.com Mr Ahmed Kamel (Owner/Director) * Email: a.kamelmideaststaff@gmail.comGEMS International School, Alexandria, Egypt

Ms. Jenny Smith (Head of Curriculum) Email: jennysmith.berrymedesch@mail.comBerrymede School, London

Mr Glen Mundy (School Principal) * Email: principal@internationalschooltripoli.com crocmundy@yahoo.co.uk

Dr. John Young (Head of Primary) * Email: h.primary@internationalschooltripoli.comGEMS International School, Tripoli PO Box 91043, Sarja, Tripoli, Libya - IST school now closed April 2012

Dr. Mariam Hisham (posts held) * Email: drmariamhisham@yahoo.co.ukPrincipal 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.comCopthall 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.comSunnybank 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 294Mrs Sarah Fisher (Texas) email: skywoman22@googlemail.com

Mrs Cooper-Hohn (London) tel: 0207 266 5633 email: jamie@cooperhohn.comMr & Mrs Suhrcke (Zurich) email: Michaela@Suhrcke.com

Mr and Mrs Finn (Zurich) email: londonfinns@aol.comMrs 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 2016Wayne Miller

3 Gladstone TerraceBarrowford,

NelsonLancashire

BB9 8NLUK

UK (01282) 549682 UK 0787 1508 471

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 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