RUQAYYAH MOHAMMAD

An ambitious and reflective Early Career Teacher completing a BA (Hons) Primary Education with Qualified Teacher Status (QTS). Throughout three years of Initial Teacher Training, I have independently led whole-class learning across Reception, Year 2, Year 4 and Year 5, planning, delivering and adapting engaging lessons that enable all pupils to succeed. Passionate about inclusive education, I have extensive experience supporting pupils with SEND and EAL through adaptive teaching, effective assessment and positive behaviour management. During my final placement, I independently led a Year 5 class for three consecutive days, demonstrating confidence, professionalism and strong classroom leadership.

• Successfully assumed full responsibility for a Year 5 class for three consecutive days while my mentor was absent due to illness, independently managing classroom routines, lesson delivery, registers, behaviour management, assessment and end-of-day dismissal.
• Independently led whole-class teaching throughout all three years of Initial Teacher Training across Reception, Year 2, Year 4 and Year 5.
• Planned, delivered and evaluated engaging lessons across the primary curriculum, designing original lesson sequences that promoted curiosity, independence and pupil progress.
• Continued to independently deliver the full timetable following my mentor’s return while receiving professional observation and feedback to further strengthen my teaching practice.
• Adapted teaching in real time using assessment to address misconceptions and maximise progress.
• Designed original lesson sequences linked to curriculum objectives.
• Supported pupils with SEND through scaffolding, modelling, visual resources, manipulatives and targeted intervention, including providing one-to-one support without TA assistance when required.
• Supported pupils with EAL through structured talk, sentence starters, modelling and visual resources.
• Challenged higher-attaining pupils through effective questioning and extension activities.
• Used live marking, questioning and verbal feedback to assess learning and adapt subsequent lessons.
• Recorded assessment information and moderated pupils' work with mentors and colleagues.
• Established calm, purposeful classrooms through consistent routines, praise, positive reinforcement and restorative approaches.
• Built strong relationships with pupils, colleagues and families, supporting emotional regulation, confidence and independence.
• Prepared classrooms, organised resources, created displays, updated working walls, prepared maths and reading resources and maintained stimulating learning environments.
• Contributed to Parents' Evening, assemblies, educational visits, after-school activities, staff meetings, INSET and CPD.

Available upon request

@undergraduate.education@stmarys.ac.uk