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Richard M
Based
in Hove
QTS
Teaching Experience – 4 years in UK, 7 years in
Australia, 1 year in Japan, 0.5 year in Palestine
Profile
“Recently I have lived in various religious and
spiritual communities, including Saint Katherine’s
Monastery in Sinai (Egypt), Wat Pah Nanachat
in Ubon (Thailand) and the Sivananda Yoga Centre in
Thiruvananthapuram (India). I have also
lived and worked in an aboriginal community in
Australia and an Islamic country in the Middle East
where I was able to witness and learn much about how
people’s religion and spirituality affects their
day-to-day life.
My
understanding of religious and spiritual traditions
has been greatly developed by these experiences and I
am confident that this will further enhance my ability
to effectively deliver an inspiring and informative
religious education curriculum.”
Education/qualifications
Member of National Association of Teachers of
Religious Education (NATRE).
1992
Bachelor of Education (Hons)
West
London Institute of Higher Education, Brunel
University
·
In Physical Education, Religious
Education, Personal Social Moral Education.
Professional Development
2002 TOEFL Nova English
Language School, Chiba, Japan
1998 Behaviour Management for High
School Students, Education Queensland, Australia.
1998
Education Queensland, Australia
Curriculum Design and Planning
1995 Newcastle upon Tyne LEA UK
Drugs
Education for High School Students
Teaching Experience
Feb -
Mar 2007 Alternative Centre for Education,
Brighton, UK
General (contract) teacher of EBD students,
·
At A.C.E, I am working mostly with key
stage 3 students who have been ascertained with
emotional and behavioural difficulties. This position
requires the use of a wide range of tactics and
curriculum delivery methods, which take into, account
the individual and specialist needs of each student.
My primary roles are teaching English, geography,
maths and PE as well as provide the pastoral care that
is unique to working in an EBD environment.
·
During my time at A.C.E I have
developed experience and confidence in a variety of
behaviour management techniques that are necessary to
be able to deliver an effective curriculum at this
school.
·
This position is a temporary contract
position.
2005 -
2006 Nganmarriyanga Community School,
N.T. Australia.
General classroom teacher
·
This school is located in a remote
aboriginal community in the Northern Territory of
Australia. All of the students at the school where
local aboriginal children, and spoke very little
English.
·
Here I worked as a general classroom
teacher delivering humanities, maths, English and P.E
curriculum to (the equivalent of) Key stage 2 and 3
students.
·
Due to the cultural uniqueness of this
area, it was essential for the teachers to develop
positive and trusting relationships with the whole
community including parents, families and elders. Such
relationships had a significant effect upon student
attendance at the school, and during my time at the
school I managed to raise the average attendance of my
class from 45 to 95 percent.
·
I also organised several class and
school sporting and cultural excursions to
neighbouring communities as well as to Darwin, the
longest such excursion being over 5 days.
·
Other extra curricular activities that
I was involved included organising and running school
discos, school ‘film nights’ and inter school sporting
competitions, which involved arranging food and
accommodation for visiting students and teachers over
a 3 day period.
2004
The Hope Flowers School for Peace and
Democracy, Palestine
ESL/
PE teacher and school administrator
·
This school is located in a class C
area of the Palestinian Occupied Territories. The
class C classification means that this area falls
under the direct command of the Israeli military
authorities. The school serves children from the Al
Khader district including the
Dehaisha
refugee camp, home to 10,000 Palestinian refugees. The
school is an independent, charity run school with the
ethos of providing opportunities for children to
develop understanding and skills in areas such as
democracy, conflict resolution, ‘bridge building’,
etc.
·
As a volunteer at the school, I was
engaged in a variety of roles. As well as teaching
English language to students ranging from (the
equivalent of) key stage 1 to key stage 3, I was also
involved in generating grant applications to various
government and non-government organizations. I was
also required to proof read and correct administrative
texts, assist in publicity and awareness raising of
the school and update the school’s web site. However,
the most challenging role I had at the school was
facilitating contact between the school, Israeli civil
and military authorities, various national embassies
and high commissions, and several peace organizations.
·
In all of these roles I worked closely
with a team of Palestinian administrators and school
directors as well as Palestinian teachers.
·
My most significant achievements whilst
at the school were securing three large grants for
work on school infrastructure, totaling Euros 2.5 m,
and being part of a process that averted the
demolition of the school by the Israeli military
authorities.
2003 -
2004 Bachelor Area School, N.T.
Australia
Humanities / English / P.E teacher
·
This school is located 100km south of
Darwin and serves a mixed demographic area of
approximately 60% aboriginal and 40% white Australian
students.
·
Here I was engaged in several roles
that included teaching P.E, humanities, English and
science to (the equivalent of) key stage 2 to key
stage 4. I was involved in the planning of the school
P.E curriculum and putting in place corresponding
assessment procedures.
·
Again, extra curricular activities
featured heavily at this school and I became
responsible for teaching yoga to students as well as
to adults at the school, and organising several trips
to Darwin and surrounding area to visit temples,
mosques, churches and places of significant spiritual
meaning to the local indigenous people.
2001 -
2002 Nova Language School, Chiba,
Japan
ESL
instructor
·
This English language school is
situation on the outskirts of Tokyo and caters for
children as well as adult students. All students were
Japanese and had a wide range of ESL ability ranging
from beginners to advanced.
·
My responsibilities at the school
included assessment, teaching and planning of various
ESL curriculums. During the last six months of my
employment at Nova I became actively involved in the
training of new teachers.
1996 -
2001 Kepnock S.H.S, Qld, Australia
Citizenship Education / Humanities / English / P.E
teacher
·
This school is a large comprehensive
state school of 1,500 students, located 400km north of
Brisbane in Queensland, Australia.
·
Here I taught social studies,
citizenship education, geography and PE to (the
equivalent of) key stage 3 and 4 students.
·
Whilst at the school I was part of the
steering committee for the design and implementation
of citizenship education. This subject was a new area
of study in Queensland and Kepnock State High School
was one of the 4 pilot schools to first teach the
subject. Throughout the trial period I was required to
liaise with the Queensland Curriculum Advisory Board
as well as with teachers from the other pilot schools.
After a successful trial period the subject was taught
to (the equivalent of) key stage 3 students and
offered to (the equivalent of) key stage 4 students,
whom I taught for my final year at Kepnock.
·
I was also involved in extra curricular
activities that included the selection and training of
the Bundaberg District schools football team in
preparation for the Queensland schools championships
and for the organisation and administration of the
Bundaberg schools football competition involving 25
visiting teams from all areas of Queensland.
1992 -
1996 Gosforth S.H.S, England
RE /
PSME / Geography / PE teacher
·
Gosforth State High School is located
in Newcastle upon Tyne and was the last U.K School
that I taught in before I immigrated to Australia.
·
During my time at Gosforth, I taught
Religious Education to key stage 3 and 4 students,
including G.C.S.E and ‘A’ level. The RE department was
also responsible for overseeing the delivery of PSME
at the school. I played an active part in the planning
and preparation of the school curriculum for these
subjects.
·
My other areas of teaching included key
stage 3 geography and key stage 3 and 4 PE
·
My extra curricular activities were
primarily focused on PE, and with the assistance of
the local rugby development officers I was responsible
for starting the school rugby league and rugby union
squads. I also started and developed a girls’
basketball squad that achieved a 2nd placed
ranking for Northern England.
Other Experience
1984 -
1987 British Armed Forces
Physical Training Instructor. Royal Corps of
Transport, Germany.
1982 -
1984 Liverpool, U.K
Building Labourer
References available on request
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