Kahturah Hodsman

EMPLOYMENT HISTORY

WATERSHED PLAY THERAPY| Hemingford Grey, UK

Present

Qualified registered play therapist with a private practice supporting the mental health and well-being of children and adolescents through the therapeutic modalities of play, creative arts and talking. In addition, I work in partnership with state and independent schools to support children with a variety of mental health challenges and difficulties. Collaboration with SENCO to identify needs and make appropriate referrals. Weekly 1 hour sessions held with child. Regular meetings with parents and teachers to discuss child’s progress.

KAHTZO MEDIA | UK

January 2017  to Present

Established independent multi-media company dedicated to creating a variety of developmental and educational content for children to inspire and evoke creativity and foster awareness about the world. 

Highbrow | London, UK  

KAHT’S TALES | Content Creator/ Video Editor

A collection of nursery rhyme videos designed to engage children through  puppetry and social stories. Content draws from a wellspring of traditional and contemporary rhymes, promoting the development of early literacy, numeracy and social skills through imaginative play. Rhyming and rhythmic brain teasers creatively foster early critical thinking skills through playful exploration of musical concepts. Relatable characters from Story Lane reflect and celebrate the diverse personalities and disposition inherent in children. Content used by colleagues around the world at conferences, in workshops and classroom teaching experiences. Invited to publish Kaht’s Tales videos as an independent content creator for Highbrow, an international children’s video streaming platform specialising in educational and developmentally appropriate, commercial and bias free content. 

Academic Tutor | London, UK 

September 2016 to February 2018

Academic tutor for children in independent schools requiring academic support. Role included working with families to assist with establishing play-based, responsive and developmentally appropriate strategies for fostering and sustaining academic competence. Sessions utilise a holistic approach, using resources organised, created and prepared to meet each individual child’s strengths and challenges. Weekly sessions with children and ongoing dialogues with parents about approaches for supporting their child’s mental well-being as well as academic achievements. 

UCS Pre-Prep | London, UK      

September 2014 to July 2016

Early Years Foundation Stage Teacher

Teaching duties include planning and implementing the EYFS Curriculum and developing resources as required. Ongoing assessments include report writing, evidence based observations and documentation of each Reception and Nursery. Maintaining home/school connections through ongoing meetings and communications with parents.  Implementing ICT into various aspects of curriculum as well as developing and curating online resources. Differentiated teaching strategies and development of IEP goals where needed. Weekly PPA and team meetings for planning and curriculum development. Attending CPD courses on offer. Participating in school wide events and initiatives as required. 

The Foulds School | High Barnet, UK

January 2014 to July 2014 

EYFS Reception Teacher (Sick Cover)

Duties include planning and implementing the EYFS Curriculum. Ongoing assessments, observations and documentation of each Reception child’s learning. Maintaining home/school connections through weekly meetings and communications with parents. Weaving use of ICT into various aspects of curriculum to enhance learning. Differentiation teaching strategies for various levels of maths and phonics learning. Support for children with special needs and development of IEP goals and team meetings. Weekly PPA meetings for planning Focus Activities, outdoor classroom, PE activities, classroom provisions and daily maths and phonics lessons. Participating in school wide events and initiatives as required. Participating in regular CPD courses.

GEMS World Academy | Abu Dhabi, UAE 

August 2011 to JuLy 2013

Lead Teacher for KS 1 and Member of School Leadership Team

Teacher: Duties include planning and implementing a full school day of engaging and child-centred social and academic learning. Regularly implementing PYP Curriculum, planning and development Units of Inquiry for children 3-4 years of age. Ongoing observations, documentation and assessment of student learning. Writing term reports and meeting with parents and students to discuss progress for each term. Weekly writing and daily verbal communication with families. Contributing to school wide events and initiatives as required. Participating in regular CPD courses.  

Team Leader: Duties include coordinating and facilitating regular curriculum planning meetings for KG1 team of five teachers. Organizing and prioritizing team tasks. Planning and implementing special grade level and school wide events. Weekly meetings as a member of the School Leadership Team.

Extra-Curricular Responsibilities: Duties include co-facilitating eight week parent and student workshop using IPads as a means of acquiring balanced literacy skills. Co-writing an action research paper on the use of digital media in the early years classroom. Teaching movement and creative choreography to children 4-6 years of age. Co-teaching music and movement to children 3-6 years of age. 

Ryerson University Early Learning Centre  | Toronto, Canada

May 2000 to August 2011

Teacher-Preceptor in Lab School with Children 0-6 years  

Teacher: Duties include observing, developing, planning and implementing responsive early years curriculum for children between the ages of three to six years. Curriculum encompassed various holistic and child-centred models and philosophies including Reggio-Emilia, Waldorf, Montessori, Bruner, Scandinavian approaches, enquiry-based education, multi-age family groupings.  Working with families and children from diverse socio-economic and cultural backgrounds. Promoting inclusivity and an integrated learning environment for children with varying abilities and needs. Working with various professionals to provide for the care, education and support of children with special needs.