Kamalika Sengupta

• Implemented personalised learning strategies to address the unique needs of each student, ensuring that every learner received the support required for their individual success.
• Simplified complex concepts into easily digestible and accessible information, fostering a deeper understanding and boosting student confidence in their ability to grasp challenging content.
• Prepared students for exams, focusing on targeted revision strategies and exam techniques, which contributed to improved performance and higher achievement levels across the board.

• Assess candidate responses in GCSE Chemistry using AQA’s mark scheme, ensuring accurate, fair, and consistent marking through standardisation training and adherence to national assessment criteria.

• Applied subject matter expertise and strong writing skills to create high-quality assessment materials, ensuring clarity, accuracy, and alignment with AQA's requirements.
• Adhered to AQA's guidelines for consistency, professionalism, and alignment with national standards.
• Managed multiple tasks simultaneously, prioritising effectively to ensure the timely completion of all deliverables while maintaining high quality.
• Incorporated feedback to continuously improve the quality of assessment materials, ensuring accuracy and alignment with the intended learning outcomes.
• Demonstrated meticulous attention to detail, carefully fitting questions to the appropriate grade level and ensuring clarity and accessibility for all students.

• Effectively manage a demanding timetable of 60 contact hours per fortnight through meticulous planning, organisation, and adaptability—making informed decisions to balance curriculum coverage, pupil support, and workload.
• Employ expert classroom management strategies to maximise learning time and maintain a calm, purposeful environment, adjusting pacing, grouping, or task complexity in response to real-time classroom dynamics.
• Break down complex scientific concepts into accessible learning sequences, identify misconceptions, and scaffold tasks—drawing on deep subject knowledge across biology, chemistry, and physics.
• Design and deliver formative and summative assessments, and use resulting data to make informed teaching decisions—for example, re-teaching key content where trends in student misconceptions were identified, or adapting curriculum sequencing to better support long-term retention.
• Lead the Year 9 science curriculum, making strategic decisions about lesson sequencing, assessment content, and teaching materials to ensure coherence, progression, and curriculum alignment.
• Communicate student progress and learning behaviours through reports and parent-teacher meetings; organise enrichment opportunities including science trips, and provide pastoral care during form time (e.g. PSHE delivery and reading interventions).
• Engage in continuous professional development, including a current research project on embedding evidence-based practices into classroom instruction and decision-making around assessment and curriculum design.

Supported the committee in organising and coordinating monthly public talks on weather and climate, ensuring smooth logistics.

• Developed and validated a UK Met Office climate model to investigate the impact of meteoric particles on the Arctic polar vortex, quickly understanding the model not only to run it but also to contribute to its development and improvement.
• Led aspects of project management, coordinating timelines, ensuring alignment with project goals.
• Conducted exploratory data analysis and data visualisation to interpret complex atmospheric datasets, supporting the evaluation and refinement of the climate model.
• Communicated findings through peer-reviewed journal publications and presentations, effectively engaging both specialist and broader audiences in understanding the significance of the research.
• Fostered collaboration through knowledge-transfer activities with interdisciplinary project partners.

• Worked four days per week in school while concurrently employed as a Research Scientist at the University of Leeds (1 day per week), demonstrating exceptional time management skills and a strong commitment to both education and research.
• Delivered targeted science lessons to small groups of Year 10 and Year 11 students (up to 10 per group), focusing on closing knowledge gaps, developing exam techniques, and raising attainment among disadvantaged pupils affected by lockdown. This role leveraged my deep subject knowledge across biology, chemistry, and physics, and required rapid comprehension of curriculum and assessment frameworks.
• Adapted teaching strategies to meet individual learning needs, resulting in improved engagement and measurable academic progress.
• Built strong, professional relationships with students, managing behaviour effectively and supporting their academic growth.
• Provided additional support to KS3 and KS4 learners in the English as an Additional Language (EAL) department, alongside my main duties as a science academic mentor.

• Led a diverse committee of students, faculty, and retired professionals to successfully deliver monthly public science events, maintaining consistency and professionalism.
• Steered the transition of in-person events to online platforms during the COVID-19 pandemic, collaborating closely with society headquarters on planning, implementation, and providing training to committee members.
• Chaired committee meetings and public talks, facilitating inclusive discussions and leading collaborative decision-making processes to ensure event success.
• Acted as the primary point of contact for external stakeholders, handling public inquiries and fostering positive relationships to enhance the society's reputation.
• Ensured continuity and accessibility of public engagement during a period of disruption, supporting committee members and keeping team morale high.
• Took strategic decisions based on collective input, ensuring that the society's mission and values were upheld in all public activities and events.

• Delivered a course of six tutorials on climate change to Key Stage 3 pupils at three schools in Leeds, Hull, and Bradford through The Scholars Programme.
• Coached pupils through teacher-led explanations, identifying misconceptions and providing personalised verbal and written feedback to enhance their understanding.
• Facilitated progress across all assessment criteria, including subject knowledge, critical thinking, research skills, and written communication, while fostering improved metacognition.
• Achieved significant improvements in students' ability to use research evidence, develop critical thinking, build coherent arguments, and structure their work, with most pupils showing the most improvement in these areas.

• Increased brand awareness of Toastmasters International and promoted club activities and member achievements through proactive local media outreach and a consistent, engaging social media presence.
• Actively participated in training events to support continuous development in communication and leadership skills.
• Served as a judge and held other roles at both club and area-level speech contests, applying rigorous evaluation criteria and providing fair, constructive feedback to participants.
• Established and managed the club's social media channels, acting as the primary point of contact for external queries and ensuring GDPR compliance by drafting and implementing the club's privacy policy.
• Maintained and updated the club website, adding user-friendly features and creating engaging content to drive recruitment and sustain member engagement.
• Initiated and produced a monthly club newsletter during the COVID-19 lockdown using MailChimp, ensuring continued member connection and morale during a challenging period.
• Recognised for service and leadership with the Competent Leadership Award from Toastmasters International, reflecting my commitment to effective communication and leadership within the organisation.

• Provided editorial feedback to authors on English language grammar, structure, and content flow, ensuring clarity and coherence in their writing.

• Participated in University events such as "Weather and Water" and STEM taster days to demonstrate activities such as cloud in a bottle to KS2 and KS3 students visiting the University.
• Delivered after-school STEM sessions at schools on STEM topics.

• Designed posters, flyers, and regular emails to communicate effectively with both internal and external audiences.
• Advertised events through various channels, including the website, social media, newsletters, and magazines, and created compelling advertising content.
• Planned upcoming talks based on audience interest, liaised with potential speakers, and co-hosted public talks alongside other committee members.
• Supported the planning and organisation of monthly talks and social events, including BBQs and photo competitions, fostering community engagement and participation.

• Managed own research project by effective time management, prioritisation and planning.
• Produced a thesis by identifying gaps in existing scientific knowledge, designing research and providing appropriate solutions using data analysis, modelling resources and statistical techniques.
• Enhanced communication skills by delivering research presentations at international conferences, outreach events and publishing in scientific journals.
• Demonstrated resilience, adaptability and team-working skills through working in a large, dynamic international collaboration often in high-stress conditions.

• Derived key insights into the aerosol–cloud–rainfall relationship over the Indo-Gangetic Plains through satellite data analysis.
• Published peer-reviewed research articles and presented at international conferences, contributing to the field of atmospheric science.
• Assisted in organising a national-level workshop on remote sensing, supporting event logistics and academic programming.
• Mentored colleagues and worked as a teaching assistant, facilitating student learning.
• Simultaneously prepared for the NET fellowship for junior researcher and lecturer, TOEFL and the GRE to successfully receive multiple fully funded PhD offers from USA, Canada and the UK - demonstrating strong self-motivation, forward-thinking, discipline and the ability to manage multiple professional priorities.

• Tutored students aged 11-16 individually or in small groups, focusing on science and other subjects to reinforce understanding and support academic growth.
• Supported pupils in mastering fundamental concepts, assessing and challenging their understanding to build a solid academic foundation.
• Liaised with parents to provide regular updates and collaborate on strategies to support students' learning and progress.