Georgia Moliou

A committed, proactive trilingual professional educator, PGCE and MA holder, with excellent interpersonal skills, managerial experience and a rich knowledge of working with SEN children. A manifest ability and interest in relating to both a child’s individuality and their cultural background, in order to identify and fulfil their specific needs with a thorough knowledge of Safeguarding Children Policies.  A successful planner and deliverer of evidence-based dyslexia/ autism interventions. Able to work autonomously and collegially and to adapt easily in multicultural environments.  DBS and full clean European driving licence holder.

Ellinomatheia, Greek Saturday School, Year 3 Class Teacher- Dubai

September 2022-October 2022

Delivering lessons of the Greek language based on the school’s curriculum. Assessing pupils’ progress and devising the appropriate  level homework. Participating in parent’s meetings and school events. 

Phase 4, blue pathway Secondary SEN Class Teacher 

February 2020 – to May 2022

John Chilton SEN School, Ealing - London

• Planning school’s curriculum based on National Curriculum and the school’s educational policies, Humanities Subject Leader, class ASDAN differentiated planning, delegating tasks to the support teaching team
• Delivering a variety of subjects, teaching functional life skills through cooking and Tea and Chat, Team Teaching, Class Behaviour Management
• Formal and Informal Pupils’ Assessment, recording pupils’ progress on Onwards & Upwards, marking students’ work
• Contributing in school’s projects; The NHS, Forest school, Gardening, School café 
• Liaising with Therapists and delivering Occupational and Physio Therapies, following the pupils’ personal plan
• Writing EHCP, Annual Reviews and Pupils’ Reports, Filling in MyConcerns
• Joining Multi-disciplinary meetings, CiN, Annual Reviews, transitions
• Delivering on-line lessons, integrating ICT in the lessons/class, use of Assistive Augmentative Technology
• Communicating with parents/ carers and local authorities 
• Participating in Teachers’ meetings, CPD
•  Organizing class events

Y1 Associate Teacher

September 2019-November 2019

Priestmead Primary School and Nursery Provision, Harrow- London

• Teaching core and foundation subjects 
• Marking books and homework
• Keeping up to date the Pupils’ Target Tracker, playground duty and participating in teachers’ CPD
• Communicating with parents/carers about pupils' progress/behaviour

Y3 Teacher

September 2016 to 2020

Saint Sophia's Greek School － London

• Planning and teaching Greek, structuring inclusive, interactive pupil-centered lessons.
• Setting targets, marking homework, writing pupils’ reports.
• Communicating with parents/carers about pupils' progress/behaviour.
• Organizing classroom/school events, playground duty

Learning Support Assistant

September 2016 to January 2018

Emmanuel Church of England Primary School － West Hampstead, London

• Supported an autistic boy in mainstream Reception and Year 1. Supported a girl with Global Developmental delay in Year 5. 
• Delivered scientifically-proven interventions based on his strengths and needs.
• Maintained daily records of child's activities, behaviour and meals.
• Promoted good behaviour by using the positive reinforcement method. Worked on their independence and skills.
• Developed professional relationships with parents, teachers, and therapists.
• Participated in IEP and TAC meetings

Y2 Teaching Assistant

September 2014 to August 2016

Saint Sophia's Greek School － London

• Supported children with learning or behaviour difficulties in the classroom.
• Collaborated with colleagues in organising classroom and school events.

SEN Teaching Assistant

              September 2013 to August 2016

New City Primary School － Newham, London

• Worked 1:1 with children diagnosed with Autism Spectrum Disorder, Down Syndrome and Global Developmental Delay across the KS1 & KS2. Encouraged/supported autistic child during lunchtime.
• Planned and delivered 1:1 evidence-based literacy interventions. 
• Prepared with positive outcomes Year 6 struggling readers for the SAT's Reading exams. 
• Monitored pupils' progress based on entry/exit tests

PGCE in Primary Education, Route: English as an Additional Language, University of East London -2018/19 

(St Patrick’s Catholic School, Y4; Goodmayes Primary, Y1; Christchurch Primary, Y5)

Master of Arts: Special and Inclusive Education, University College London, Institute of Education - 2016, London, UK 

Coursework in Autism, Dyslexia (AMBDA), Bilingualism and SEBD.

Bachelor of Arts: Museum Studies, Teacher Training and Education, University of Thessaly - 2005, Volos, Greece

Grade: 2:1

Diploma: Hotel Services and Catering, Vocational Training Institutes IEK - 1996, Volos, Greece