Graham Wood

A committed and experienced SEN teacher who is passionate about helping others learn, with a proven ability to create a positive and imaginative learning environment. I am skilled at developing new ways to encourage pupils, whilst challenging and inspiring them to deepen their knowledge and understanding. Key strengths in planning, classroom management, problem solving and working under pressure. 

I constantly reflect on my teaching and assessment practices to ensure that the learners are given the highest quality of teaching and learning within their lessons, along with accurate assessment of their individual achievements. I have been heavily involved in the planning of accreditation moderation processes, the assessment and internal verification of individual student portfolios in the varied subjects I have delivered working alongside my peers and guiding there practice on assessment of learning.

I have a considerable knowledge of the pastoral part of a tutors role, having also worked within this role, being responsible for learners individual target plans, setting SMART targets focused on each individual learners aspirations derived  from their EHCP. Within this role, I was also responsible for leading student progress meetings, working alongside the MDT to achieve the best results for all learners within the college, and collaborating with the senior management team to plan for the short, medium and long term for the specific areas that I was responsible for. 

Within my recent tutor role at Bridge College, I have demonstrated my knowledge and skills to a high standard. Being the tutor for an ASC specific cohort of learners I have developed and implemented an array of different teaching and learning strategies, to ensure that the students are engaged and are achieving their full potential within their college day. I work closely with the MDT sharing my ideas and previous knowledge and experience to ensure that the teaching and learning is well structured, inclusive and differentiated for each learner, whilst creating a stimulating environment putting the students at the centre of their learner journey.

I have demonstrated effective deployment of learning support staff, building professional relationships with the support team and empowering them to use their skills and knowledge to the full potential within sessions to positively impact on learners progress. Also, involving them in target setting meetings and listening to their ideas and suggestions  to ensure they are at the heart of the learner’s journey. In my recent Deep Dive this was an area of great strength within my session, showcasing the collaboration between the staff team within my classroom. 

My reflective practice ensures that I review and evaluate my planning and delivery frequently to ensure that learners are engaged and that they achieve within their sessions, focusing on differentiation and inclusivity, using current teaching styles and delivery methods to maximise the students potential. I discuss and share ideas with peers to work towards the continual development of my teaching and learning practices, and discuss ideas and strategies with the therapeutic teams involved with each of the students. This enables me to have a great knowledge of the needs of all learners, and be able to use specific teaching approaches to engage and support them, following the therapeutic guidelines, and planning my sessions accordingly.

My previous knowledge has been invaluable within my role and enabled me to communicate effectively with learners across the college using my experience of total communication approaches, PBS strategies, and therapeutic interventions within my planning , teaching and assessment. 

I have a vast experience of teaching at all levels within a SEN setting, especially with ASC, MLD and  PMLD learners during my previous teaching role at the David Lewis College. I was the first Tutor to teach across all levels at the college, which I requested, so that I could gain more knowledge and improve my skills and experience within my teaching role. Within each of the teaching areas I developed the curriculum to clearly show and highlight the outstanding  achievements of the learner cohort in accredited learning along with RARPA. As well as, ensuring my sessions were accessible and inclusive to all learners, in a safe and stimulating classroom environment. Part of my role was to Mentor other tutors and learning support staff, sharing good practice and supporting them on their professional journey.

I constantly reflect on my teaching and assessment practices to ensure that the learners are given the highest quality of teaching and learning within their lessons, along with accurate assessment of their individual achievements. I have been heavily involved in the planning of accreditation moderation processes, the assessment and internal verification of individual student portfolios in the varied subjects I have delivered working alongside my peers and guiding there practice on assessment of learning.

I have a considerable knowledge of the pastoral part of a tutors role, having also worked within this role, being responsible for learners individual target plans, setting SMART targets focused on each individual learners aspirations derived  from their EHCP. Within this role, I was also responsible for leading student progress meetings, working alongside the MDT to achieve the best results for all learners within the college, and collaborating with the senior management team to plan for the short, medium and long term for the specific areas that I was responsible for. 

Within my recent tutor role at Bridge College, I have demonstrated my knowledge and skills to a high standard. Being the tutor for an ASC specific cohort of learners I have developed and implemented an array of different teaching and learning strategies, to ensure that the students are engaged and are achieving their full potential within their college day. I work closely with the MDT sharing my ideas and previous knowledge and experience to ensure that the teaching and learning is well structured, inclusive and differentiated for each learner, whilst creating a stimulating environment putting the students at the centre of their learner journey.

I have demonstrated effective deployment of learning support staff, building professional relationships with the support team and empowering them to use their skills and knowledge to the full potential within sessions to positively impact on learners progress. Also, involving them in target setting meetings and listening to their ideas and suggestions  to ensure they are at the heart of the learner’s journey. In my recent Deep Dive this was an area of great strength within my session, showcasing the collaboration between the staff team within my classroom. 

My reflective practice ensures that I review and evaluate my planning and delivery frequently to ensure that learners are engaged and that they achieve within their sessions, focusing on differentiation and inclusivity, using current teaching styles and delivery methods to maximise the students potential. I discuss and share ideas with peers to work towards the continual development of my teaching and learning practices, and discuss ideas and strategies with the therapeutic teams involved with each of the students. This enables me to have a great knowledge of the needs of all learners, and be able to use specific teaching approaches to engage and support them, following the therapeutic guidelines, and planning my sessions accordingly.

My previous knowledge has been invaluable within my role and enabled me to communicate effectively with learners across the college using my experience of total communication approaches, PBS strategies, and therapeutic interventions within my planning , teaching and assessment. 

Ptlls

Ctlls

Dtlls

Makaton Level 4

PECS (Levels 1-6)

A1/A2 Assessors Certificate

Introduction to working with individuals on the autistic spectrum