Elizabeth Sullivan

• Worked closely with SENCO leads to provide tailored support for SEN/SEMH students, including safe spaces, managing transitions, sensory support etc.
• Provided the first level of triage for highly distressed students as per the outcomes of multidisciplinary SEMH team meetings; one-to-one sessions, weekly
• Implemented personalised learning plans, resulting in improved academic achievement for special needs students.
• Advocated for students' needs with proactive engagement with staff and faculty members.
• Facilitated group sessions for for improved student mental health.
• Created an inclusive classroom environment that respected diversity and promoted mutual respect amongst students.

• Established trust with vulnerable, disaffected children resistant to new staff members.
• Enhanced understanding of ADHD-related idiosyncrasies and their impact on education.
• Identified strategies to mitigate stress associated with educational environments.
• Familiarised with support systems available to young people for effecting change.

(Part-time whilst studying MSc Psychology)

• In depth experience of residential care of young people with SEN
• Extensive training and education around autism
• Planning organization-wide teaching and learning strategy to more effectively work towards meaningful targets for students

• Delivered GCSE Science curriculum to years 9-11 and A-level Biology to higher education students.
• Built positive relationships with disengaged students, fostering collaboration for measurable results.
• Conducted daily GCSE intervention sessions before school for underachieving students.
• Contributed to redesign of GCSE lesson materials for department-wide implementation.
• Enhanced teaching techniques through experience in a large, well-organised Science department.
• Developed passion for supporting children with additional needs through insights into high-functioning autism.

• Learning how to plan and deliver biology, chemistry and physics lessons to secondary students, as well as Post-16 with biology specialism. This year was transformative in molding my time-management skills and enhancing my ability to handle stressful situations.
• Key Achievements
• Lesson planning for a range of abilities and ages, including 6th form
• Contributing to wider ethos of the two schools in which I trained
• Achieving first class marks in written assignments, and a grade of Outstanding in teacher training