Giulia

I`m a psychologist and a teacher.
I speak fluent Italian and Spanish. I lived one and half year in Seville, Spain.

I studied an undergraduate degree in Child Development before going on to complete first an MA in Clinical Psychology of Childhood and then a second MA in Children`s Rights. These areas of study have provided me with a good understanding of how children learn and develop; this provides me with a solid foundation on which I could build my skills as a teacher. Before moving to the U.K., I used to work in a mainstream school in Rome as an educator to support children with learning difficulties. While I enjoyed my work there, I wasn`t truly satisfied, I felt that the school wasn`t able to offer the level of support the children (and their families) needed. Soon, after moving to London, I began working as a learning support assistant at The Garden School, an outstanding school in Hackney, London, offering education for 4 to 16 year olds with highly specialised provision for young people with autistic spectrum disorder and complex needs. While employed at The Garden, I have undertaken a broad range of professional training including safeguarding and child protection (from the NSPCC). I have also been very fortunate to receive specialist training in the field of ASD; this includes Positive Behaviour Support (from the British Institute of Learning Difficulties); PECS (Picture Exchange Communication System); Makaton sign language and a range of other evidence based interventions aimed at tackling the core deficits of autism such as `Intensive Interaction therapy` and `Attention Autism`. This training as well as the practical experience of working with pupils with complex needs has provided me with many valuable skills that can be used in a mainstream setting to make learning fun and enjoyable for pupils. Since September 2017 I have been working at Betty Layward Primary School as a Learning Support Assistant for a year 5 child with complex needs. I worked closely with the class teacher and SENCO to plan and deliver lessons as well as to assess and adjust the child`s learning progress. Due to the pupil`s history and level of needs, my former target was to re-engage the child in the classroom environment and to actively take part to session. Having achieved that, I then provided him individualized support to develop his progress in a wide range of subjects including Numeracy, Literacy, Science and Social Skills. Owing to my last job role, I have deepened my knowledge of the National Curriculum as well as observed and used different teaching and assessment methods used.
My time in school has developed my philosophy of valuing each child as an individual, as well as part of a community. I aim to give children as many learning opportunities and experiences as possible in order to engage, motivate and prepare them for future life. An appropriate, balanced, challenging and creative curriculum is essential in developing children’s skills, knowledge and understanding.

I have in particular come to understand the value of sharing learning objectives and success criteria with children. Knowing exactly what is expected and how they can achieve allows children to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging children to take more responsibility for their own learning.
I also believe that differentiation and meeting varied learning styles are key to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons I make a conscious effort to ensure I am not just catering for visual learners like myself, but try to see lessons through other learners’ eyes. My views on learning styles have been influenced by the work of Howard Gardner. He believes that we have multiple intelligences and that every child has the potential to be gifted, but that this can present itself in many different ways. Therefore, all children have their own preferred learning style, which best suits their intelligence. As a teacher, I feel I can best meet children’s learning needs if I am aware of the learning style suited to them
I feel it is important to make learning interesting and creative, and one way to achieve this is through the use of drama; this allows children to explore and understand situations, and express feelings, thoughts and emotions. An example of how I have successfully used drama was with a Year 3 class learning about children’s life in the Victorian Era. I set up a debate with the pupils taking the roles of poor children working in the coal mine or textile factories. They were incredibly enthusiastic and threw themselves into the task. They found this a fun, enjoyable and worthwhile learning experience, which enabled them to better understand the situation and empathise with those concerned.
Whilst on my school placement experience, I have been able to try various assessment techniques. The most successful were noting comments about how well children have met the learning objectives, using a reward system, and recording those who achieved above and below expectations. I have also set and levelled some literacy work, undertaken formative marking and carried out maths tests. Additionally, I have allowed children to self-assess and carry out verbal peer assessment.
Thanks to the teacher-training course at London Metropolitan University, I was able to find a great job at Princess May Primary School, where I had the opportunity to develop my skills as a NQT. In this new experience, as year 1 class teacher, I worked hard to set out the expectations for the pupils in the class and I organised the classroom environment to stimulate and engage the children. I succeed to promote good progress and outcomes by using my knowledge to support their learning and by adapting my teaching style to support all the children and ensure pupil progress. I attended weekly school Professional Development Meetings on a range of areas including Safe Guarding & Prevent / Curriculum / Reading / Maths Mastery / R.E / MFL and SEND Learners. I planned out of school trips to St Matthias Church and the Royal Observatory at Greenwich to enhance the topic learning in the Year 1 classrooms. I followed the school behaviour system of ‘Stay on Green’ and I set high expectations of children’s behaviour. I attended weekly staff INSET held at school as well as being on

Availability: I`ll be available from the 8th of July 2021.
mostly every afternoon and during weekends.

Willing to travel: 8 miles

Experience: I studied an undergraduate degree in Child Development before going on to complete first an MA in Clinical Psychology of Childhood and then a second MA in Children`s Rights. These areas of study have provided me with a good understanding of how children learn and develop; this provides me with a solid foundation on which I could build my skills as a teacher. Before moving to the U.K., I used to work in a mainstream school in Rome as an educator to support children with learning difficulties. While I enjoyed my work there, I wasn`t truly satisfied, I felt that the school wasn`t able to offer the level of support the children (and their families) needed. Soon, after moving to London, I began working as a learning support assistant at The Garden School, an outstanding school in Hackney, London, offering education for 4 to 16 year olds with highly specialised provision for young people with autistic spectrum disorder and complex needs. While employed at The Garden, I have undertaken a broad range of professional training including safeguarding and child protection (from the NSPCC). I have also been very fortunate to receive specialist training in the field of ASD; this includes Positive Behaviour Support (from the British Institute of Learning Difficulties); PECS (Picture Exchange Communication System); Makaton sign language and a range of other evidence based interventions aimed at tackling the core deficits of autism such as `Intensive Interaction therapy` and `Attention Autism`. This training as well as the practical experience of working with pupils with complex needs has provided me with many valuable skills that can be used in a mainstream setting to make learning fun and enjoyable for pupils. Since September 2017 I have been working at Betty Layward Primary School as a Learning Support Assistant for a year 5 child with complex needs. I worked closely with the class teacher and SENCO to plan and deliver lessons as well as to assess and adjust the child`s learning progress. Due to the pupil`s history and level of needs, my former target was to re-engage the child in the classroom environment and to actively take part to session. Having achieved that, I then provided him individualized support to develop his progress in a wide range of subjects including Numeracy, Literacy, Science and Social Skills. Owing to my last job role, I have deepened my knowledge of the National Curriculum as well as observed and used different teaching and assessment methods used.
My time in school has developed my philosophy of valuing each child as an individual, as well as part of a community. I aim to give children as many learning opportunities and experiences as possible in order to engage, motivate and prepare them for future life. An appropriate, balanced, challenging and creative curriculum is essential in developing children’s skills, knowledge and understanding.

I have in particular come to understand the value of sharing learning objectives and success criteria with children. Knowing exactly what is expected and how they can achieve allows children to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging children to take more responsibility for their own learning.
I also believe that differentiation and meeting varied learning styles are key to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons I make a conscious effort to ensure I am not just catering for visual learners like myself, but try to see lessons through other learners’ eyes. My views on learning styles have been influenced by the work of Howard Gardner. He believes that we have multiple intelligences and that every child has the potential to be gifted, but that this can present itself in many different ways. Therefore, all children have their own preferred learning style, which best suits their intelligence. As a teacher, I feel I can best meet children’s learning needs if I am aware of the learning style suited to them
I feel it is important to make learning interesting and creative, and one way to achieve this is through the use of drama; this allows children to explore and understand situations, and express feelings, thoughts and emotions. An example of how I have successfully used drama was with a Year 3 class learning about children’s life in the Victorian Era. I set up a debate with the pupils taking the roles of poor children working in the coal mine or textile factories. They were incredibly enthusiastic and threw themselves into the task. They found this a fun, enjoyable and worthwhile learning experience, which enabled them to better understand the situation and empathise with those concerned.
Whilst on my school placement experience, I have been able to try various assessment techniques. The most successful were noting comments about how well children have met the learning objectives, using a reward system, and recording those who achieved above and below expectations. I have also set and levelled some literacy work, undertaken formative marking and carried out maths tests. Additionally, I have allowed children to self-assess and carry out verbal peer assessment.
Thanks to the teacher-training course at London Metropolitan University, I was able to find a great job at Princess May Primary School, where I had the opportunity to develop my skills as a NQT. In this new experience, as year 1 class teacher, I worked hard to set out the expectations for the pupils in the class and I organised the classroom environment to stimulate and engage the children. I succeed to promote good progress and outcomes by using my knowledge to support their learning and by adapting my teaching style to support all the children and ensure pupil progress. I attended weekly school Professional Development Meetings on a range of areas including Safe Guarding & Prevent / Curriculum / Reading / Maths Mastery / R.E / MFL and SEND Learners. I planned out of school trips to St Matthias Church and the Royal Observatory at Greenwich to enhance the topic learning in the Year 1 classrooms. I followed the school behaviour system of ‘Stay on Green’ and I set high expectations of children’s behaviour. I attended weekly staff INSET held at school as well as being on the Hackney Learning Trust NQT programme.

DBS Check: Yes