Harry Bryant

• Completed a range of professional development courses focused on AI integration in education, enhancing digital learning strategies and driving classroom innovation, which I embedded into everyday practice.
• Successfully integrated into a founding school environment, actively contributing to the development of school culture, systems, and long-term strategic vision.
• Designed and delivered engaging parent information sessions on specialist subjects, strengthening home–school partnerships and building parental confidence.
• Led and supported whole-school initiatives, including assembly programs aligned with school improvement priorities and values-based education.
• Collaborated as part of a large, high-performing team to deliver consistent, high-quality teaching and learning across multiple year groups.
• Developed and implemented personalised support plans for students with Special Educational Needs (SEN) and English as an Additional Language (EAL), ensuring inclusive, differentiated, and accessible learning experiences.
• Ran a variety of extracurricular clubs, both academic and sport-focused, to promote holistic development, student leadership, and wider engagement beyond the classroom.
• Contributed to curriculum design and cross-phase planning in a dynamic, fast-paced international school setting, with a focus on innovation and continuity.

• Adopted and implemented 'AI' online learning platforms for students; making learning more personalised and child specific.
• Devised individualised learning plans and targets for students based on observation and progress.
• Conducted regular student assessments to determine progress and compiled reports for parent assessment.
• Collaborated with staff to plan and schedule lessons for special needs students.
• Led and set up a KS2 school ski trip to Austria.
• Embraced CPD opportunities by taking part in a coaching cohort and attending a variety of training sessions, such as 'Inclusion in Schools', 'Counselling', 'High Learning Powers', and 'WHO Global Goals'.
• Improved the school's sports culture and curriculum across KS1 and KS2, notably by introducing a weekly tennis club and inter-school competitions.
• Developed the school curriculum by diversifying the English texts taught throughout the year.
• Established strong, supportive relationships with families, encouraging parental involvement to boost children's achievement.
• Promoted physical, mental, and social development by implementing classroom games and outdoor recreational activities.
• Marked and provided constructive feedback on homework tasks and class projects.
• Evaluated own teaching critically to identify weak areas and make improvements.

During my tenure at Capital School in Bahrain, I had the enriching experience of teaching Year 4 students while simultaneously completing my ECT year. Working with EAL students, I successfully fostered a positive and inclusive classroom environment that celebrated diversity. Interacting with a diverse range of cultures allowed me to adapt my teaching methods to meet the unique needs of each student. This experience not only enhanced my ability to connect with students from various backgrounds but also deepened my appreciation for cultural sensitivity in education. I thoroughly enjoyed the challenges and rewards of working abroad, and it significantly contributed to my professional growth as an educator.

• Maintained positive camp experiences through compassionate holistic support.
• Addressed behavioural issues and resolved conflicts and fights between children.
• Taught campers throughout activities, encouraging engagement from all levels of learners.
• Built relationships with campers and staff through excellent communication.
• Led and managed members of staff, setting an example for what is expected of them
• Acted professionally and responsibly to demonstrate core Camp Cobbossee and personal values.

• LTA Level 2 Accredited Tennis Coach (Level 3 upon assessment)
• Encouraged and promoted tennis by making lessons fun and inspiring students to improve their skills.
• Educated participants on acceptable behaviours and standards of play.
• Inspired good sportsmanship and adherence to the official rulebook.
• Organised individual and small group practice exercises as directed by the head coach.
• Assisted the head coach to organise and deliver tournaments and open days.
• Nourished strong relationships with participants, parents, coaching team, and committee.

ST MARY’S UNIVERSITY PLACEMENT, ST CLEMENTS CATHOLIC PRIMARY SCHOOL 2019-2020

Completed a 3-month placement in a Year 5 class, focusing on delivering and planning engaging lessons and a range of assessment techniques. I improved my behaviour management skills and implemented a new behaviour management strategy that was ultimately adopted permanently by the school after my placement had ended. I was awarded an ‘outstanding’ grade at the end of the placement.

ST MARY’S UNIVERSITY PLACEMENT, ST DUNSTAN’S CHURCH OF ENGLAND PRIMARY SCHOOL, CHEAM 2019

I completed a 1-month placement observing and teaching across a range of year groups, primarily focused on delivering English and Math’s lessons.

ST MARY’S UNIVERSITY PLACEMENT, BANDON HILL PRIMARY SCHOOL, WALLINGTON 2018

A 3-month placement in Year Reception where I developed an understanding of the reception curriculum and was able to develop my professional teaching skills from working in the Primary workplace.