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Dear Sir / Madam,
Please kindly accept this cover letter as an expression of interest to resume my teaching vocational career in Muscat. I am fortunately blessed to have benefitted from a wealth of experience during a complex, lengthy and varied professional background. I have enjoyed differing diverse cultural, industrial and educational settings. Since 2000 I have taught students from various cultures and nationalities, in the UK, Oman and New Zealand. I hold full Qualified Teacher Status (QTS) in: the UK (2002), UK Teacher Ref. No.: RP 02/23063; and New Zealand (known as TER, 2018). I am fully police checked on the GOV.UK enhanced Disclosure and Barring Service (DBS) Number: 001721911461. With additional subscription to the update service ID C632 57 32 505 since 14/01/2021.
Since 2000 I have experienced teaching: UK National Curriculum, ages 10-18 programmes of study include Middle School science, GCSE science and Geography, as well as Biology A‘level; Aotearoa New Zealand science and supported SEN students across all subjects; and IB in Oman as a supply teacher across all areas of the curricula. So, as I now reside in Bowsher, with my husband, I would very much like to put this experience to use and resume my teaching vocation. I am currently on my husbands work visa and hold an Omani residency card and driving licence.
Teaching Experience: starting with most recent:
Higher Level Teaching Assistant (HLTA) fulltime agency cover, Da Vinci Academy, Derby, 24/01/2023 – 28/05/2023 Supporting students, aged 10 to 16, with learning difficulties in a whole school setting, both within lessons and in the learning hub (unit). This involved student support on a one-to-one basis and in groups. Literacy reading on a one-to-one basis was also an extra curricula provision before school. I also provided cover in the library and SEN hub of up to 50 – 100 students at a time, dependent upon the lunchtime support timetable. Generally, I also supported KS3 and KS4 students that required time out across all the curriculum within mainstream lessons. This was when students required extra assistance within the specialist student support hub as their individual sensitivity issues required professional development and support.
Science & Geography Teacher full-time agency, REAL Education, a registered charitable teaching company. 05/09/2022 – 10/10/2022 Teaching across multiple sites providing alternative provision teaching to students with individual complex learning requirements. I wrote the entire GCSE Geography KS4 Programme of Study (PowerPoints and teaching resources) and all subject matter for both Science and Geography KS4.
Science Teacher full-time cover contract, The Grove School, Market Drayton. 04/05/2021 – 11/06/2021 I taught KS3 & KS4 groups through to Year 11, ages 10 to 16. With additional responsibility of pastoral care to a year 7 tutor group, ages 10 and 11.
Teaching Assistant full-time, National Autistic Society Special Education Church Lawton School. 08/03/2021 - 30/04/2021 Based in KS4 supporting a positive learning environment for students with a variety of complex medical and learning needs. This included one to one teaching and supporting small groups of students, as well supporting 'mainstream' curriculum.
Teacher Education Refresh Programme, Kohia Education College, University of Auckland. 10/05/2018 - 02/09/2018 I taught as a Secondary Science teacher in New Zealand delivering Secondary KS3 and KS4 education in accordance with Aotearoa New Zealand prescriptive curriculum. I taught for 10 weeks at Kaipara College with an established long serving member of the Science Department in her Laboratory. This was part of the induction type process after the academia at the University of Auckland. Such as attending weeks of lectures, activities, and completing a three-part thesis at the University of Auckland. At the end of the induction period, I was observed and given fully qualified status to be able to teach as a New Zealand Secondary School teacher.
Teacher Aide, Kaipara College, Helensville, N.Z. 15/05/2017 - 22/12/2017 Supporting Special Educational Needs students, both within the framework of mainstream curriculum lessons and specialist departmental classes at the Special Educational Needs Unit, at Kaipara College Helensville. We emigrated to New Zealand as my husband secured a career at Eroad in Auckland, and the gaps in my timeline in New Zealand were filled with renovating our 1940’s weather board property and an upper cuspid shoulder injury that required surgery.
IB Supply Teacher at American British Academy, Muscat, Oman. 2011- 2014: I taught a diversity of students from ages ten to eighteen years, originating from over 62 countries. So, have experienced teaching a wide range of subjects across the International Baccalaureate programme of study. Demonstrating flexibility across all science subjects, as well as the Arts and Humanities, as well as basic levels of IT, Design technology, French and Music. At ABA I found working on a supply basis rather isolating and missed the comradery of the 'team spirit', however I was thankful to the college for allowing me to gain experience teaching through the ethos of an International Baccalaureate teaching culture. Kindly note, I emigrated to Oman in October 2006 as my husband had a work permit for employment at Bahwan DHL Excel. Therefore, I was on his work’s visa and so at that time it was complicated and difficult to work in my own right, due to this I worked on an ‘ad hoc’ gift basis as a supply teacher. During my time in Oman, from 2006 to 2016, any gaps in my working career were filled with being a homemaker, Mother and travel.
UK Science Teaching experience 2000 - 2007:
September 2005, I returned as a fully trained secondary school science teacher to Latimer Arts College, where I had first worked on a voluntary basis, so I really felt that I had metaphorically speaking come ‘full circle’. My terms of employment were on a part-time basis primarily teaching Biology, including six form responsibilities, and assisting with practical coursework for external examination. Additionally, teaching Physics, Chemistry, and Earth Studies, it was a lovely environment to work in where I believed the students truly flourished and grew in confidence with the support of the ethos and pastoral care of the college. So, it was especially sad when I had to leave to become an expat in the Sultanate of Oman in the Middle East.
In January 2005 I began a new role as a KS3 Science Teacher at Northampton School for Girls, which at that time was a Middle School. I experienced teaching a wide spectrum of subjects as had an unusual number of lessons outside the Science department due to extra cover lessons. Due to this and having a teach science in porta-cabin classrooms rather than proper labs it was a challenging role. To ensure practicals were delivered I had the responsibility to prepare my own experiments, so in effect doubled as a science technician on a ‘voluntary’ basis in my own time, as the school proposed for closure and fellow teachers taking voluntary redundancy. Fortunately, an amazing technician with a PhD ran the Science department and so I learnt how to adeptly prepare science experiments, so I found it an extremely rewarding experience.
In 2004 I taught again as a science teacher at Montsaye Community Academy, my responsibilities included pastoral care of a year 7 group. The school had been placed under extraordinary measures as 32% of the cohort medically certified special needs, so made adaptations to the teaching lab and its environment. At Montage I attainted a great deal of knowledge and experiences with the supportive assistance of a skilled science department team.
In January 2003 I taught as a secondary science teacher at Ise Community College Kettering, which was under extraordinary measures with 24-7 police presence. The locality was within a socially deprived area, with very real-life issues, and with over 27% of students being special needs. I tailor made my classes to accommodate all students of various requirements, such as the blind. Responsibilities included delivering additional GCSE revision classes and overseeing practicals in extra-curricular times to ensure they completed for the examination board. In the summer of 2001, I pursued my Graduate Teaching Programme of study, known as GTP in the UK, at Brooke Weston Academy in Corby, UK, whilst working a fulltime secondary science timetable. I specialised in Year 9 to 11 curriculum delivery, furnishing attainment of 98% students gaining grades A to C in external examination and all my classes’ SATs results above level 8. I enjoyed creating my own individual lessons adhering tightly to the prescribed curriculum, planning original tiered lessons through basic, standard, and advanced levels. I taught through a successful Ofsted inspection and received praised for my teaching and marking practices. After 18 months at the academy, I felt the need to advance by experiencing at a more challenging school.
In 2000 I initially began teaching as part time volunteer science classroom assistant, at two vastly different schools. Firstly, at Southfields School for Girls, my main responsibility was to help with staff shortages, where I assisted with delivery of practical experiments and helped with pastoral care. I assisted Educational Support Learning staff who required help delivering care, one-to-one, as resources stretched. At the same time, I also worked as a volunteer at Latimer Arts College, where I had the opportunity to work in partnership with a fully qualified teacher. Due to staff long-term sickness issues, two lab classrooms amalgamated to teach in a double class setting. This was a wonderful introduction into the satisfaction and rewarding nature of what a true vocation can bring.
UK Industrial and Environmental experience 1993 - 2001:
M.Sc. Internship summer 1993 Babcock Energy Ltd., Renfrew Scotland. Ensured legal compliance of effluent discharge and incorporated new environmental processes to accommodate long term significant efficiencies.
Environmental scientist 1993 - 1994 I.M.I. Plc. Witton Site, Birmingham UK. I serviced an extensive area of IMI factories, from the north of York to the south of Coventry. Main responsibility to analyse and monitor air and water quality, to ensure legal compliance. This was a fascinating role monitoring environmental safety of the workings of the UK’s then only copper refinery.
Environmental Specialist 1994 - 1995 Toyota Motor Manufacturing UK Ltd., Burnaston plant, Derbyshire UK. Responsible for all the car factory’s effluent and overseeing of the team working at the water treatment facility. Monitoring and analysis of water quality, both potable and industrial across the entire site, plus specialist paint shop solvents including phosphates and sealants. Waste water effluent compliance and resolving everyday manufacturing issues across the 4 workshops inc. assembly and the engine plant in Merseyside.
Technical Chemical Sales Representative 1995 - 1996 Nalco Chemicals Ltd., Northwich UK. Water and air monitoring, quality testing and analysis at various industrial sites, ranging from glass production to tyre manufacture, historic milling, and ceramics through to hi-tech plastics production. Responsibility for customers across the North and Midlands, incorporating over forty client portfolios, ensuring legal compliance for the environment and Health & Safety acts.
Quality Control Microbial Lab Technician 2001 ALPRO Soya Milk Production, Kettering UK. Responsible for quality control of milk, microbial analysis, and assaying. Daily in-house monitoring, extrapolating data, and legal recording of analytical conclusions.
Additional Information: I have benefitted from a variety of life and work experiences. Historic student jobs include: voluntary nursery helper; care home assistant; and served in the hospitality industry, at different restaurants and in the ‘students’ union’ building, at The University of Liverpool. When my daughter was a pre-schooler, I volunteered at pre-school nurseries / playgroups as a helper, and was the treasurer of a charity playschool. Over some years I volunteered at a charity, Shrewsbury children's’ swimming club, as a life saver and instructor. My main hobbies are: swimming; and art, especially oil painting on canvas.
Many thanks for your time and consideration,
Yours faithfully, Kim
Please kindly accept this cover letter as an expression of interest to resume my teaching vocational career in Muscat. I am fortunately blessed to have benefitted from a wealth of experience during a complex, lengthy and varied professional background. I have enjoyed differing diverse cultural, industrial and educational settings. Since 2000 I have taught students from various cultures and nationalities, in the UK, Oman and New Zealand. I hold full Qualified Teacher Status (QTS) in: the UK (2002), UK Teacher Ref. No.: RP 02/23063; and New Zealand (known as TER, 2018). I am fully police checked on the GOV.UK enhanced Disclosure and Barring Service (DBS) Number: 001721911461. With additional subscription to the update service ID C632 57 32 505 since 14/01/2021.
Since 2000 I have experienced teaching: UK National Curriculum, ages 10-18 programmes of study include Middle School science, GCSE science and Geography, as well as Biology A‘level; Aotearoa New Zealand science and supported SEN students across all subjects; and IB in Oman as a supply teacher across all areas of the curricula. So, as I now reside in Bowsher, with my husband, I would very much like to put this experience to use and resume my teaching vocation. I am currently on my husbands work visa and hold an Omani residency card and driving licence.
Teaching Experience: starting with most recent:
Higher Level Teaching Assistant (HLTA) fulltime agency cover, Da Vinci Academy, Derby, 24/01/2023 – 28/05/2023 Supporting students, aged 10 to 16, with learning difficulties in a whole school setting, both within lessons and in the learning hub (unit). This involved student support on a one-to-one basis and in groups. Literacy reading on a one-to-one basis was also an extra curricula provision before school. I also provided cover in the library and SEN hub of up to 50 – 100 students at a time, dependent upon the lunchtime support timetable. Generally, I also supported KS3 and KS4 students that required time out across all the curriculum within mainstream lessons. This was when students required extra assistance within the specialist student support hub as their individual sensitivity issues required professional development and support.
Science & Geography Teacher full-time agency, REAL Education, a registered charitable teaching company. 05/09/2022 – 10/10/2022 Teaching across multiple sites providing alternative provision teaching to students with individual complex learning requirements. I wrote the entire GCSE Geography KS4 Programme of Study (PowerPoints and teaching resources) and all subject matter for both Science and Geography KS4.
Science Teacher full-time cover contract, The Grove School, Market Drayton. 04/05/2021 – 11/06/2021 I taught KS3 & KS4 groups through to Year 11, ages 10 to 16. With additional responsibility of pastoral care to a year 7 tutor group, ages 10 and 11.
Teaching Assistant full-time, National Autistic Society Special Education Church Lawton School. 08/03/2021 - 30/04/2021 Based in KS4 supporting a positive learning environment for students with a variety of complex medical and learning needs. This included one to one teaching and supporting small groups of students, as well supporting 'mainstream' curriculum.
Teacher Education Refresh Programme, Kohia Education College, University of Auckland. 10/05/2018 - 02/09/2018 I taught as a Secondary Science teacher in New Zealand delivering Secondary KS3 and KS4 education in accordance with Aotearoa New Zealand prescriptive curriculum. I taught for 10 weeks at Kaipara College with an established long serving member of the Science Department in her Laboratory. This was part of the induction type process after the academia at the University of Auckland. Such as attending weeks of lectures, activities, and completing a three-part thesis at the University of Auckland. At the end of the induction period, I was observed and given fully qualified status to be able to teach as a New Zealand Secondary School teacher.
Teacher Aide, Kaipara College, Helensville, N.Z. 15/05/2017 - 22/12/2017 Supporting Special Educational Needs students, both within the framework of mainstream curriculum lessons and specialist departmental classes at the Special Educational Needs Unit, at Kaipara College Helensville. We emigrated to New Zealand as my husband secured a career at Eroad in Auckland, and the gaps in my timeline in New Zealand were filled with renovating our 1940’s weather board property and an upper cuspid shoulder injury that required surgery.
IB Supply Teacher at American British Academy, Muscat, Oman. 2011- 2014: I taught a diversity of students from ages ten to eighteen years, originating from over 62 countries. So, have experienced teaching a wide range of subjects across the International Baccalaureate programme of study. Demonstrating flexibility across all science subjects, as well as the Arts and Humanities, as well as basic levels of IT, Design technology, French and Music. At ABA I found working on a supply basis rather isolating and missed the comradery of the 'team spirit', however I was thankful to the college for allowing me to gain experience teaching through the ethos of an International Baccalaureate teaching culture. Kindly note, I emigrated to Oman in October 2006 as my husband had a work permit for employment at Bahwan DHL Excel. Therefore, I was on his work’s visa and so at that time it was complicated and difficult to work in my own right, due to this I worked on an ‘ad hoc’ gift basis as a supply teacher. During my time in Oman, from 2006 to 2016, any gaps in my working career were filled with being a homemaker, Mother and travel.
UK Science Teaching experience 2000 - 2007:
September 2005, I returned as a fully trained secondary school science teacher to Latimer Arts College, where I had first worked on a voluntary basis, so I really felt that I had metaphorically speaking come ‘full circle’. My terms of employment were on a part-time basis primarily teaching Biology, including six form responsibilities, and assisting with practical coursework for external examination. Additionally, teaching Physics, Chemistry, and Earth Studies, it was a lovely environment to work in where I believed the students truly flourished and grew in confidence with the support of the ethos and pastoral care of the college. So, it was especially sad when I had to leave to become an expat in the Sultanate of Oman in the Middle East.
In January 2005 I began a new role as a KS3 Science Teacher at Northampton School for Girls, which at that time was a Middle School. I experienced teaching a wide spectrum of subjects as had an unusual number of lessons outside the Science department due to extra cover lessons. Due to this and having a teach science in porta-cabin classrooms rather than proper labs it was a challenging role. To ensure practicals were delivered I had the responsibility to prepare my own experiments, so in effect doubled as a science technician on a ‘voluntary’ basis in my own time, as the school proposed for closure and fellow teachers taking voluntary redundancy. Fortunately, an amazing technician with a PhD ran the Science department and so I learnt how to adeptly prepare science experiments, so I found it an extremely rewarding experience.
In 2004 I taught again as a science teacher at Montsaye Community Academy, my responsibilities included pastoral care of a year 7 group. The school had been placed under extraordinary measures as 32% of the cohort medically certified special needs, so made adaptations to the teaching lab and its environment. At Montage I attainted a great deal of knowledge and experiences with the supportive assistance of a skilled science department team.
In January 2003 I taught as a secondary science teacher at Ise Community College Kettering, which was under extraordinary measures with 24-7 police presence. The locality was within a socially deprived area, with very real-life issues, and with over 27% of students being special needs. I tailor made my classes to accommodate all students of various requirements, such as the blind. Responsibilities included delivering additional GCSE revision classes and overseeing practicals in extra-curricular times to ensure they completed for the examination board. In the summer of 2001, I pursued my Graduate Teaching Programme of study, known as GTP in the UK, at Brooke Weston Academy in Corby, UK, whilst working a fulltime secondary science timetable. I specialised in Year 9 to 11 curriculum delivery, furnishing attainment of 98% students gaining grades A to C in external examination and all my classes’ SATs results above level 8. I enjoyed creating my own individual lessons adhering tightly to the prescribed curriculum, planning original tiered lessons through basic, standard, and advanced levels. I taught through a successful Ofsted inspection and received praised for my teaching and marking practices. After 18 months at the academy, I felt the need to advance by experiencing at a more challenging school.
In 2000 I initially began teaching as part time volunteer science classroom assistant, at two vastly different schools. Firstly, at Southfields School for Girls, my main responsibility was to help with staff shortages, where I assisted with delivery of practical experiments and helped with pastoral care. I assisted Educational Support Learning staff who required help delivering care, one-to-one, as resources stretched. At the same time, I also worked as a volunteer at Latimer Arts College, where I had the opportunity to work in partnership with a fully qualified teacher. Due to staff long-term sickness issues, two lab classrooms amalgamated to teach in a double class setting. This was a wonderful introduction into the satisfaction and rewarding nature of what a true vocation can bring.
UK Industrial and Environmental experience 1993 - 2001:
M.Sc. Internship summer 1993 Babcock Energy Ltd., Renfrew Scotland. Ensured legal compliance of effluent discharge and incorporated new environmental processes to accommodate long term significant efficiencies.
Environmental scientist 1993 - 1994 I.M.I. Plc. Witton Site, Birmingham UK. I serviced an extensive area of IMI factories, from the north of York to the south of Coventry. Main responsibility to analyse and monitor air and water quality, to ensure legal compliance. This was a fascinating role monitoring environmental safety of the workings of the UK’s then only copper refinery.
Environmental Specialist 1994 - 1995 Toyota Motor Manufacturing UK Ltd., Burnaston plant, Derbyshire UK. Responsible for all the car factory’s effluent and overseeing of the team working at the water treatment facility. Monitoring and analysis of water quality, both potable and industrial across the entire site, plus specialist paint shop solvents including phosphates and sealants. Waste water effluent compliance and resolving everyday manufacturing issues across the 4 workshops inc. assembly and the engine plant in Merseyside.
Technical Chemical Sales Representative 1995 - 1996 Nalco Chemicals Ltd., Northwich UK. Water and air monitoring, quality testing and analysis at various industrial sites, ranging from glass production to tyre manufacture, historic milling, and ceramics through to hi-tech plastics production. Responsibility for customers across the North and Midlands, incorporating over forty client portfolios, ensuring legal compliance for the environment and Health & Safety acts.
Quality Control Microbial Lab Technician 2001 ALPRO Soya Milk Production, Kettering UK. Responsible for quality control of milk, microbial analysis, and assaying. Daily in-house monitoring, extrapolating data, and legal recording of analytical conclusions.
Additional Information: I have benefitted from a variety of life and work experiences. Historic student jobs include: voluntary nursery helper; care home assistant; and served in the hospitality industry, at different restaurants and in the ‘students’ union’ building, at The University of Liverpool. When my daughter was a pre-schooler, I volunteered at pre-school nurseries / playgroups as a helper, and was the treasurer of a charity playschool. Over some years I volunteered at a charity, Shrewsbury children's’ swimming club, as a life saver and instructor. My main hobbies are: swimming; and art, especially oil painting on canvas.
Many thanks for your time and consideration,
Yours faithfully, Kim
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