Kim Evans

Science Teacher specialist in Biology & SEN

تعليم / تدريب

Muscat, محافظة مسقط

عن Kim Evans:

I am currently residing in Muscat in the Dolphin Village, and hold an Omani residency card and driving license. I am a fully trained UK secondary science teacher with experience for over 20 years in very different demographic schools across three countries: the UK; Oman; and New Zealand (NZ). My vocational teaching history covers several Midlands schools in the UK and when I first emigrated to Oman in 2006, I was an emergency supply teacher at the ABA, an IB school. I then emigrated to New Zealand, teaching SEN students in an inclusive mainstream school. So, have enjoyed teaching students from various diverse cultures and nationalities in different educational settings.

Now I have emigrated again to the wonderful country of Oman with my husband and wish to continue my teaching vocation.

Skill set includes:

· Curriculum taught: UK GCSE science (AQA, OCR, Cambridge) whole school IB MYP; and secondary science NZ. Specializing in SEN pedagogy.

· Secondary and Middle school science teacher, ages 8 to 18, Biology specialist.

· Experience in Geography GCSE, due to my BSc and MSc qualifications.

· Motivate and inspire academically lower performing students, such as SEN.

· Proven record of tapping into student psychology and behavioural traits to unlock their full potential by using an individual multimodal approach, supported by pastoral care.

· Adept in MSOffice e.g. originated PowerPoint lessons

· ‘Exemplary marking strategies’ my UK Ofsted inspection accolade.

· Prioritised individual tailor-made planning and performance tracking.

· Practiced an open-minded approach, to support and collaborate with the team.

· Invigilated exams: in-house; and external GCSE and A’Levels.

· Ran extracurricular revision classes during lunch times and after school.

· Relish challenges, e.g. develop study programs.

· Dedicated to holistic support and teamwork with colleagues and families.

· NZ and UK Autistic Society School, extra supervision experience e.g. school buses, lunches, break times, etc.

· Dependable and flexible as a team player.

· Practically adept, as have historic industrial experience.

· Technically competent to prepare my experiments.

Teaching ethos:

I feel privileged teaching students and find the vocation most rewarding. My most rewarding role to date was working with profoundly ASD students at the National Autistic Society School, Church Lawton.

I believe every individual student should be equipped to achieve their full potential. No student should have a set limit. All individual learners should be able to believe in their aspirations. As a science and SEN teacher/TA, I have endeavoured to provide uniquely diverse lessons, through supportive academic differentiated pedagogy, to facilitate in achieving individual educational goals.

My driving ethos is that education should always be an enjoyable, positive, and rewarding experience for every student. Overall, as an educator, I aim to empower every individual student to possess the confidence and skill set to flourish into becoming the best citizen that they can become.

الخبرة

Employment History

Da Vinci Academy – Derby, UK (0.5 Year Experience)			01/2023 - 06/2023

Job Title	Special Educational Needs Higher Level Teaching Assistant (SEN HLTA)		Full Time – In Person
Curriculum	UK – OCR
Responsibilities and Achievements:
Supported students with learning difficulties in a whole school setting, both within lessons and in the specialist SEN learning hub. Inclusion responsibilities depended upon fluid daily neurodivergent requirements of individual students. Student learning support on a one-to-one basis and in groups. Supported KS3 and KS4 students that required ‘time out’ of mainstream lessons across all the curriculum Nurtured individual educational development and supported as per each individual learner’s sensitivity requirements Provided staff cover in the hub of up to 100 students dependent upon the lunchtime support timetable Extracurricular provision of literacy reading on a one-to-one basis before school Provided cover in the hub of up to 100 students dependent upon the lunchtime support timetable. I also supported KS3 and KS4 students that required time out from mainstream lessons, when they required extra assistance within the specialist student support unit (hub) as their individual sensitivity issues required extra professional guidance, development and support. Supported colleagues in revising IEPs. Updated and revised school displays with colleagues. Actively engaged in CPD.
Reason for Leaving		Temporary carer for ailing parents and emigrated to Oman

REAL Education a registered charitable teaching company – East Midlands UK (2 months)			05/09/2022 - 10/10/2022

Job Title	Secondary Science & Geography teacher		Full Time – In Person
Curriculum	UK – OCR / AQA / Foundation BTEC
Responsibilities and Achievements:
Provided alternative provision teaching to students with individual complex learning requirements Originated the programme of study for all subject matter for science ages 10 through to 16 I had lone responsibility to teach and devise all material for lessons for the Geography GCSE Originated the entire KS4 Geography programme of study, including: PowerPoints; and teaching resources Adeptly planned safe practicals where there was no laboratory available Delivered interactive experiments for students, who had never been trusted / allowed to use lab equipment and chemicals Taught across multiple sites Transported Science equipment across different sites to provide practicals.
Reason for Leaving		Took a planned sabbatical and decided the role too much unpaid work: as worked every weekend; and travelled between sites without expenses being paid.

The Grove School and Sixth Form – Shropshire, UK (2 months)			04/2021 - 06/2021

Job Title	Secondary Science Teacher		Full Time – In Person
Curriculum	UK - OCR
Responsibilities and Achievements:
Taught KS3 and KS4 classes through to Year 11, ages 10 to 16 Devised extra GCSE revision practicals for students that had gaps in their education Originated revision worksheets and quizzes for my low ability Year 11 group Extra-curriculum support as pastorally responsible for a Year 7 tutor group
Reason for Leaving		End of Contract – Year 11 left school

Church Lawton Autistic Society School – Staffordshire, UK (2 months)			03/2021 - 04/2021

Job Title	Secondary Special Educational Needs Teaching Assistant		Full Time – In Person
Curriculum	UK – AQA / OCR
Responsibilities and Achievements:
Ensured a positive and safe learning environment for students with varied individual complex medical and learning needs. Adeptly managed ever changing situations to manage and deescalate any possible negativity e.g. student outburst or violent attack. Provided positive solutions to promote inclusion. Supported small groups of students in a classroom setting Assisted teachers to deliver the mainstream curriculum. Gave guidance and support on a one-to-one basis out of the classroom setting. Mentored a student who was new to the school. Encouraged students to engage in practicals in the laboratory. Supported colleagues through actively communicating and promoted teamwork.
Reason for Leaving		Financial, as I was the sole earner (TA wages are not as good as that of a teacher).

The University of Auckland and Kaipara College – Auckland, New Zealand (9 months)			01/2018 – 09/2018

Job Title	Secondary Science Teacher & Teacher Education Refresh Programme (TER) study -voluntary teacher.		Full Time – In Person
Curriculum	New Zealand Education Council, Aotearoa Matau
Responsibilities and Achievements:
Delivered Secondary KS3 and KS4 education in accordance with Aotearoa New Zealand prescriptive curriculum. Taught at Kaipara College with an established long serving member of the Science Department in her laboratory. Marked tests, exams and students’ books. Planned my own lessons. Produced materials for the program of study e.g. PowerPoints. Supervised students in the playground at lunchtimes. Induction at the Kohia Education Department at the University of Auckland, included: lectures; teamwork activities; applied new NZ methodology; completed on-line assessments; and completed a three-part thesis. At the end of the induction period, I was successfully observed by the Education Council Attained fully qualified status to be able to teach Secondary School in New Zealand.
Reason for Leaving		Attained TER NZ secondary science teacher status.

Kaipara College – Helensville, Auckland, NZ (0.5 years)			05/2017 - 12/2017

Job Title	Special Educational Needs Teacher Aide		Full Time – In Person
Curriculum	Aotearoa Matua New Zealand
Responsibilities and Achievements:
Supported special educational needs (SEN) students, both within the framework of mainstream curriculum lessons and specialist departmental classes at the separate SEN unit. Responsible for escorting SEN students to and from the SEN unit to their mainstream classes. Provided safe and secure learning environments for individual students with sensitive complex requirements. Ensured inclusion and nurtured individual learning strategies Assisted colleagues to update and revise IEPs Supervised SEN students during break and lunch times in the SEN unit, supporting my colleagues. Extra-curriculum responsibility before the school day to unlock and open the SEN unit and supervised the SEN students as they arrived at school, this included student provision of breakfast and drinks etc. Extra-curriculum after school oversaw the protection of the most vulnerable SEN students by taking them to their correct transport e.g. school bus. Attended SEN team meetings after school. Communicated with parents during and after school.
Reason for Leaving		To engage in the University of Auckland TER Programme.

American British Academy (ABA) - Muscat, Oman. (4 years)			01/2011 - 12/2014

Job Title	Supply Teacher		Part Time – In Person
Curriculum	International Baccalaureate (IB)
Responsibilities and Achievements:
Taught a diversity of students aged 10 to 18, who originated from over 62 countries. Adeptly managed a wide range of subjects across the IB programme of study. Demonstrated flexibility across not only all science subjects, but also the Arts and Humanities, as well as basic levels of IT, Design Technology, French and Music. Supported the school as delivered lessons with the underpinning ethos of an IB teaching culture. Gained experience in subjects I have never taught. Became adeptly proficient in ensuring deliverance of diverse learning strategies. As I was on my husband’s work visa I worked on an ‘ad hoc’ gift basis, paid per week.
Reason for Leaving		Emigrated to New Zealand.

Latimer Arts College – Kettering, Northamptonshire, UK (1 Year)			09/2005 - 07/2006

Job Title	Secondary Science Teacher		Full Time – In Person
Curriculum	UK - AQA
Responsibilities and Achievements:
Delivered science lessons to students aged 10 to 18. Diligently marked student work and gave positive feedback. Supported students by the provision of a lunchtime science club. Communicated with parents regarding daily and on-going student concerns. Formulated extra lesson materials. Originated lesson plans. Wrote reports on the school intranet. Attained parents’ evenings. Pro-actively engaged in departmental and staff meetings. Assisted the science team in planning departmental learning strategies. Supported my biology colleagues by covering A’ Level Biology lessons due to staff absence. Assisted laboratory technicians to preparing my experiments. Provided extra-curriculum after school activities, such as guiding smaller groups of students through practicals that they may have missed due to absence.
Reason for Leaving		Emigrated to Oman.

Northampton Middle School for Girls – Northampton, UK (0.5 year)			01/2005 - 07/2005

Job Title	Middle School Science Teacher		Full Time – In Person
Curriculum	UK – OCR / AQA
Responsibilities and Achievements:
Taught Science to KS3 students, aged 8 to 14 years. Positively engaged with students and made lessons as fun as possible in a time of low school morale. Enjoyed the challenge of the role, as most lessons were held in portacabins that were not suitable for certain experiments without a fume cupboard. So, I became adeptly flexible in forward planning lessons. Prepared most of my own experiments, so in effect doubled as a science technician on a ‘voluntary’ basis in my own time. Fortunately, an amazing technician with a PhD, who effectively ran the science department by the end of the summer term. I learnt how to adeptly prepare science experiments. This I found an extremely rewarding experience. Communicated with other departments to deliver subjects other than science. I experienced a wide spectrum of subjects as covered to other subjects, due to staff shortages, as the school effectively closing and staff made redundant. I voluntarily undertook a ‘full’ teaching timetable. To ensure that: students were provided with an education that they deserved; and to support the staff and school. I undertook a ‘full’ teaching timetable.
Reason for Leaving		To teach closer to home.

Montsaye Community Academy – Rothwell, UK (0.5 Year)			01/2004 – 07/2004

Job Title	Secondary Science Teacher		Full Time – In Person
Curriculum	UK – OCR
Responsibilities and Achievements:
The school had been placed under extraordinary measures as 32% of the cohort medically certified special needs, so I adapted to the teaching lab and its environment accordingly to secure safety and security. I attainted a great deal of diverse learning strategies from the supportive assistance from my colleagues in the science department. As they were highly skilled and experienced. Pastoral care of a year 7 group. Communicated with parents over the phone and in person. Attended parents evening giving positive feedback to parents and encouraged student engagement. Ensured secure and safe practice in the laboratory. Enabled students to positively engage in practicals, which they had previously not been allowed. Encouraged students to demonstrate experiments to the rest of class, with my guidance. Extra-curriculum responsibility to supervise breaks and lunchtimes in the playground. Used school intranet systems to write student reports and raise concerns regarding students.
Reason for Leaving		Personal

Ise College – Kettering, UK (0.5 year)			01/2003 – 07/2003

Job Title	Secondary Science Teacher		Full Time – In Person
Curriculum	UK – OCR / A’level Biology
Responsibilities and Achievements:
Taught students from the ages of 10 to 18. I tailor made my classes to accommodate all students of various requirements, such as the blind. Enjoyed collaborating with the department and help develop a positive programme of study, to include more practicals. Provided support to the team by taking on extra KS5 lessons voluntarily. Delivered extra-curriculum additional GCSE revision classes, during lunch. Supervised practicals in extra-curricular times and ran after school GCSE revision sessions to ensure students completed prescriptive practicals required by the examination board. 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.
Reason for Leaving		Personal

Brooke Weston Academy – Corby, UK (1.5 years)			08/2001 - 12/2002

Job Title	Secondary Science Teacher under the Graduate Teacher Programme (GTP)		Full Time – In Person
Curriculum	UK – OCR / Biology A’level
Responsibilities and Achievements:
I embarked on the [ke1] graduate teaching programme of study (GTP), at Brooke Weston Academy in Corby, UK, to become a science teacher. Whilst studying GTP during after school attending lectures, training sessions and writing thesis etc. I taught a full-time secondary science timetable at the college, whilst attending GTP training sessions. I specialised in Year 9 to 11 curriculum delivery, KS4. I equipped 98% of the students to attain grades A to C in their external science GCSE examinations. Additionally, all my SATs class achieved level 9, which was the highest grade attainable. I enjoyed creating my own individual lessons, whilst adhering tightly to the prescribed curriculum. I devised and updated PowerPoints. Delivered lessons through IT interactive wipe boards. I planned original standardised tiered differentiated lessons through levels: basic; standard; and advanced. I enjoyed team teaching with classes of over 70 in size, as the lab could accommodate such a situation with a removable barrier. I attended staff and departmental meetings after school. I enjoyed teaching A’level Biology and child development for two terms due to staff shortage. I supported colleagues by supervising students at breakfast, break times and lunch. As the ethos of the school was there were no staff rooms and staff share recreational time with their students. I was observed during a successful Ofsted inspection and received praise for my teaching and exemplary marking practices. I relished the challenge of the post, teacher training whilst teaching a full-time science timetable. I attained my UK Qualified Teacher Status (QTS) via the GTP, after 18 months at the academy, just as my fellow GTP colleagues.
Reason for Leaving		To progress my teaching career.

Southfield School for Girls and Latimer Arts College – Kettering, UK (0.5 year)			09/2000 -04/2001

Job Title	Voluntary Secondary Science Teaching Assistant		Part Time – In Person
Curriculum	UK – OCR / AQA
Responsibilities and Achievements:
In 2000 I initially began teaching as part time volunteer science classroom assistant, at two vastly different schools. Firstly, at Southfields School for Girls and Latimer Arts College. My main responsibility was to help with staff shortages. I enabled safe delivery of practical experiments. I helped to support educational support learning (ESL) staff who required help delivering one-to-one guidance, as the schools’ resources financially stretched. I assisted with pastoral care. I assisted educational support learning (ESL) staff who required help delivering one-to-one guidance, as financial resources stretched. I enjoyed a wonderful introduction into the satisfaction and rewarding nature of what a true teaching vocation can bring. I experienced science teaching in a doubling up of classes setting. This was due to staff long-term sickness issues, so to ensure delivery of the science curriculum two laboratory classrooms were amalgamated.
Reason for Leaving		To start teacher training on the GTP.

ALPRO Soya Milk Production – Kettering, UK (2 months)			04/2001 - 07/2001

Job Title	Quality Control Microbial Lab Technician		Part Time – In Person
Curriculum	N/A
Responsibilities and Achievements:
I worked as part of a small team responsible for quality control of soya milk. This included: microbial analysis and assaying; and pH and temperature tests. Plus, daily in-house monitoring of the production line and legal recording of analytical conclusions.
Reason for Leaving		To start teaching on the GTP.

Nalco Chemicals Ltd. – Northwich, UK (0.5 year)			10/1995 – 04/1996

Job Title	Technical Chemical Sales Representative		Full Time – In Person
Curriculum	N/A
Responsibilities and Achievements:
Responsibilities included: water and air monitoring; product quality testing; and noise, effluent and emissions analysis at various industrial sites. This ranged across an array of industries: glass production; the Royal Mint; tyre manufacture; historic milling; ceramics; and high technological plastics production. I was responsible for customers across the North and Midlands, which incorporated over forty client portfolios, to ensure their legal compliance for: the environment; and Health & Safety working acts.
Reason for Leaving		Maternity leave.

Toyota Motor Manufacturing UK Ltd. – Burnaston plant, UK (0.5 Years)			05/1994 - 10/1995

Job Title	Environmental Specialist		Full Time – In Person
Curriculum	N/A
Responsibilities and Achievements:
Solely responsible for all the car factory’s effluent. Oversaw and supervised a facilities team of employees, who worked at the water treatment facility. Monitored and analysed of water quality, both potable and industrial water across the entire site. I specialised in paint shop, with solvents including phosphates and sealants. Ensured that waste water effluent was compliant and resolved everyday manufacturing issues, across all four workshops, including the assembly site and the engine plant in Merseyside.
Reason for Leaving		Career progression.

IMI Witton Site – The Midlands and North, UK (8 months)			09/1993 - 05/1994

Job Title	Environmental Scientist		Full Time – In Person
Curriculum	N/A
Responsibilities and Achievements:
Serviced an extensive area of IMI factories, from the north of York to the south of Coventry. My main responsibility was to analyse and monitor air and water quality, to ensure legal compliance. I found this a fascinating role monitoring environmental safety at differing factories, such as the workings of the UK’s then only copper refinery.
Reason for Leaving		Career progression.

Babcock Energy Ltd. and The University of Paisley – Renfrew, Scotland, UK (1 year)			08/1992 – 09/1993

Job Title	MSc Internship and study.		Full Time – In Person
Curriculum	N/A – MSc Environmental Management
Responsibilities and Achievements:
I ensured legal compliance of effluent discharge and incorporated new environmental processes to accommodate long term significant efficiencies. Worked with a small team of laboratory technicians. Networked with compliance officers. Reported to the MD of the company. Wrote a successful MSc thesis Attained my MSc
Reason for Leaving		To progress my career in the Environmental Industry

[ke1]

التعليم

Qualified Teacher Status (QTS) Degree 2002 fully UK trained and registered secondary school science teacher. Reference Number: RP 02/23063

MSc Degree - Environmental Management 1993 The University of Paisley, UK
BSc Joint Honours - Degree Biology & Geography 2(i) 1992 The University of Liverpool, UK
UK Teaching ‘INDUCTION’ 2005 GTC Certificate
Teacher Educational Refresh Programme (TER) 2018 The University of Auckland, certified by the Educational Council of Aotearoa New Zealand (NZ)
Sports Coaching Diploma Distinction Completed August 2021 ‘One Education’
Science & Cooking: From Haute Cuisine to Soft Matter Science (Chemistry) 2021 ‘HarvardX of Harvard University’, Verified Certificate edX
Management of Actual and Potential Aggression (MAPA) Foundation Programme Certificate 2017 certified by Key Assets NZ Ltd cpi.
Computer Literacy and Information Technology 2000 Oxford Cambridge R.S.A. examinations certificate, Kettering College, UK
HM Government: Prevent & e-learning 2024 REF No: 47U7-TM3R-778B
National College Certificates: