Passionate and dedicated graduate teacher with a specialisation in History and Society & Culture, committed to fostering critical thinking, cultural awareness, and a deep understanding of historical contexts. Experienced in creating engaging, inclusive, and inquiry-based learning environments, that encourage students to connect past events with contemporary issues and diverse perspectives. Skilled in using a variety of teaching methods to support students' analytical skills and cultural competence. Driven to inspire a love for lifelong learning, contribute to the school community, and support students in becoming informed, empathetic, and active global citizens.
During my time at Cronulla High School I completed my Graduate Teacher Performance Assessment (GTPA). The focus was to improve declining literacy levels across the varying year groups.
After identifying and understanding the needs of the diverse students, I began to plan and implement a series of differentiated learning activities including; simplified and advanced texts, modelled assessment examples, collaborative activities, and interactive tools such as Writable. Opportunities for ongoing formative assessment were provided using spelling and grammar quizzes, to guide future planning and practice.
Active participation in oral literacy was extremely low, largely due to the anxiety surrounding group discussions and debates. It was therefore, essential to create a safe and encouraging learning environment. Setting shared expectations and behaviour ground rules, together with modelled responses and the use of collaborative strategies such as Think-Pair-Share, had a positive impact on oral participation.
During my time at Kingsgrove High School, I completed my research project, focusing on the implementation of effective and engaging constructivist strategies, utilising the reflective practice model.
The research group was a year seven history class, many of which were classified as low ability, accompanied with a high percentage of English as a second language. Constructivist strategies were used to encourage active learning and create positive and effective engagement with the content.
Throughout our "Ancient Egyptian History' learning sequence, the students created their own sarcophagus, competed in interactive games to escape the tombs and collect ancient artifacts and utilised Minecraft to illustrate the creation of Ancient Egypt.
The results generated upon completion of the reflective practice model, illustrated the positive effects of constructivist strategies in the teaching and learning process.