Professional Development

Reflective development through mentoring, CPD, lesson reflection, subject knowledge review and evidence-informed teaching practice.

Subject knowledge

I continue to strengthen my subject knowledge across Mathematics, Physics and Science, with particular focus on progression from KS3 to GCSE, GCSE to A-level, and A-level to university mathematics.

Scaffolding

I am developing my use of scaffolding so that support is carefully planned, deliberately signalled and gradually reduced through models, prompts, sentence stems, visual representations, worked examples and independent checkpoints.

Questioning

I am refining my use of questioning to check understanding, expose misconceptions, increase participation and encourage students to explain their reasoning.

Formative assessment

I use formative assessment to adapt teaching during lessons, including mini-whiteboards, low-stakes retrieval, targeted questioning, independent practice review and green-pen feedback.

Behaviour and classroom culture

I continue to develop calm, consistent classroom routines that support attention, participation and independence.

Curriculum development

I am interested in how curriculum sequencing helps students build secure mathematical and scientific knowledge over time, especially through prerequisite knowledge, misconceptions, vocabulary and progression.

Mentoring and reflection

Mentor feedback, lesson observations and professional conversations are central to my development. I use feedback to make specific refinements to my teaching, including clearer modelling, more deliberate wait time, stronger scaffolding and more precise explanations.

Future professional goals

My future professional goals include developing as a strong classroom teacher of Mathematics and Physics, contributing to A-level Mathematics and Further Mathematics teaching, particularly Pure Mathematics, Core Pure and Mechanics where appropriate, supporting UKMT-style mathematical enrichment and academic mentoring, and developing expertise in sixth-form, foundation, pathway and engineering mathematics education.