Kieran Daly

• Conducted research, identified key community needs.
• Enhanced community engagement by devising and implementing outreach programmes, notably the E-learning platform.
• Monitored project outcomes to identify any areas for improvement.
• Worked closely with other professionals to ensure coordinated delivery of services.
• Facilitated workshops for improved understanding of development issues.
• Worked towards poverty reduction through implementation of educational programmes.
• Contributed to team meetings, provided insightful feedback on ongoing projects.

• Implemented adaptive teaching, catered to varied learning styles and abilities.
• Planned field trips that supplemented classroom instruction effectively.
• Collaborated with colleagues for curriculum development.
• Delivered engaging, well-structured EFL lessons incorporating drama and creative tasks to enhance learner motivation and outcomes.
• Designed and scaffolded group projects that fostered collaboration, task-based learning, and successful learner presentations.
• Facilitated learning effectively by supporting groups individually, offering constructive feedback, and maintaining a positive classroom atmosphere.
• Demonstrated thorough preparation, professionalism, punctuality, and reliability throughout teaching responsibilities.
• Communicated clearly and effectively with both learners and colleagues, engaging students of varying abilities.
• Reflected thoughtfully on teaching practice, articulating pedagogical decisions and applying feedback to continually improve lessons.
• Recognised for creativity, professionalism, and potential to excel across teaching and wider professional contexts.

My second placement with Edge Hill University is at Bank View School, Fazakerley. Bank view is a SEND specialist provision, and I have been lucky enough to take on a range of classes in KS3 & 4, Working with pupils with GDD, ASD, ACE's, amongst a host of other needs that encourage me to better understand the needs of pupils. At bank view, I must develop lessons according to the curriculum with a highly adaptive approach, and have planned to involve drama based activities to create innovative lessons that call upon new ways of learning. The aim is, above all else, to build confidence and develop metacognitive practices that will not only assist in the build up to summative assessment, but provide key life skills to the young people.

During my first placement with Edge Hill University for my PGCE in English, I attended Kirkby High School. During my time, I developed dynamic lesson plans according to the curriculum. I went above and beyond, working with students in the inclusion centre, referral unit, as well as developing plans for a 'no pen day', in November. During my time at Kirkby, I taught classes with a large percentage of PP, SEND/SEMH pupils with EHCP's. I adapted plans to create an inclusive learning environment and was roundly praised for my efforts. I fostered a positive learning environment by practicing seminal research theory and adopted approaches used by expert teachers and mentors.

• Demonstrated techniques to students, showing correct methods and safe approaches for different actions.
• Maintained course records covering attendance, participation and grades.
• Inspected class tools and equipment for wear and completed regular maintenance.
• Observed students to identify areas of knowledge or skill gaps, and re-demonstrated key information.
• Completed OFSTED Inspection with outstanding aspects.
• Achieved BTECs for students with SEN/SEMH needs.
• Adapted curriculum pertinent to EHCP reports.
• Worked closely with SENCO and Occupational Health Therapist to audit space and create an inclusive learning environment.
• Form Tutor who worked with parents and dealt with myriad safeguarding issues.

• Recorded feedback discussed in writers' meetings and adapted scripts to meet changing format requirements.
• Brainstormed ideas for editorial and commercial activity and realised objectives during script writing and delivery.
• Wrote scripts for varied platforms and audiences, adapting styles to suit for maximised relevance and appeal.
• Narrated live theatre shows, informing and entertaining audiences.
• Developed stage characters to completely embody acting roles.
• Resolved day-to-day issues immediately to promote smooth production workflow.
• Directed production activities across multiple projects simultaneously.

• Offered support to special needs students, guaranteeing safety and access to equitable learning.
• Assisted with planning and preparing lessons, evaluating and adjusting teachings to suit student age and capability.
• Created positive, engaging learning environments to improve student experiences.
• Supervised pupils during lunchtimes and educational visits.
• Developed and maintained positive, impactful relationships with students, facilitating improved learning outcomes.
• Used curriculum with life-based approach.

• Developed creative games and activities, providing opportunities for learning and development of core skills.
• Adhered to set timeframes to maintain consistency with nighttime routines.
• Performed day-to-day errands during school hours, including shopping, cleaning and laundry, to flexibly cater to parents' needs.
• Performed cleaning, washing, ironing and laundry to maintain home order.
• Supported families on holidays and trips with additional supervision, escorting children to activities and clubs.
• Continuously exceeded parent expectations by accommodating last-minute schedule changes.

• Maximised class teacher productivity by preparing work and activities in advance of lessons.
• Minimised distraction by creating and maintaining clean, safe and organised classroom.
• Managed challenging child behaviour, running interventions to raise concerns and recommend appropriate action.
• Acted as superb role model, consistently promoting school mission and values.
• Provided friendly, enthusiastic support to pupils in individual and group support settings.
• 1:1 SEN support for multiple pupils across KS2, culminating in supervision of SEN curriculum, Phonics and KS1-KS2 progression, both holistically and academically.

• Assisted children aged 6 to 8 with homework after school.
• Established and maintained positive morning routine for 2 children.
• Managed Family schedules for multiple children.
• Forged strong relationships with children lasting up to 2 years +
• Encouraged reader development by implementing effective nighttime story routine.
• Encouraged children to express themselves confidently by cultivating safe, stimulating environments.
• Modelled appropriate social behaviours, promoting empathy, kindness and concern for others.
• Dropped off and picked up children from school.

• Greeted customers by name, remembering drinks selections and special requests to provide attentive, personalised service.
• Attended tables regularly to check customer needs were met, promptly processing additional food and drink orders.
• Maintained bar stocks, replenishing daily as necessary.
• Created friendly, welcoming atmosphere to encourage positive guest experiences, prolonging visits to increase profitability.
• Promoted bar through advertising, by hosting special events, and by establishing partnerships with area businesses to drive customer traffic.

• Set up bar area daily with clean furniture, supplies and beverage stock for typical bar demands.
• Supported serving staff with fast, accurate beverage preparation.
• Input orders into register, calculated bills and collected payments.
• Followed food safety and hygiene requirements to protect guests.