TEMITAYO ROLI AKPENYI

B.A (HONS); M. (Ed)

** ******* *****, *********, ****** E15 1RR

020*-****-*** 079-********

acq084@r.postjobfree.com

IFL Membership no: AF004826

PERSONAL PROFILE

I have worked for Redbridge College as an Early Years and Health and Social Care lecturer. I am currently working for an Agency as a freelance consultant for internal verifier on a BTEC programme. I have exceptional organisational skills gained through experience and in my previous role which includes good interpersonal skills and effective time management skills. I am confident, sociable and as well demonstrates a great knowledge of maturity. I am also calm, reliable, organised and hard-working. I work effectively as an individual and as part of a team making use of negotiation skills and effective problem solving. I have a proven track record in developing and engaging young people in different educational career which has really enable me to develop more interest in an on-going educational research.

SKILLS/ COMPETENCE

My experience and exposure to training have endowed me with excellent creative and communication which includes written and oral communication skills

Highly motivated and commercially focused, with the ability to communicate concepts clearly and concisely to all level of audience.

I have learned to prioritise responsibility and efficiently manage time.

My combined education and background within child care have applied me with diverse skills needed to successfully work in large cooperate environments within my chosen field.

I have an excellent knowledge of standard office applications such as the Microsoft Office Suite (Word, Excel, Power Point, Project)

Respect confidentiality/ sensitive information.

Good interpersonal skills including ability to work with a wide range of people from different backgrounds and nationalities.

Able to manage people’s feelings using own initiative to deal with individual’s needs; including those with Special Education Need (SEN).

Good time management and organisation skills; able to meet deadlines and also adaptable to changing needs.

An ability to treat one another compassionately in different circumstances and as well value individual morality.

Flexibility, adaptability and willingness to learn new skills

Report writing and evaluation skills

Also obtained a full UK driving Licence

EMPLOYMENT HISTORY

Course Leader/Tutor for Health and Social Care and Early Years Feb’ 2013 – Mar’ 2015

Redbridge College

Duties and Responsibilities: (Reason for leaving: Contract came to an end in March, 2015)

Teaching student of differing abilities up to level 3/diploma/Extended.

Consistently monitoring the achievements of students.

Regular review of personal and students achievement targets

Formulate Assignment briefs, Schemes of work, lesson plans and contribute to online teaching resources

Motivate and stimulate learning environment, often encourage students through experience

Maintain daily open communication with all students.

Marking, tracking, assessing and also moderating students' work in accordance with the curriculum objectives of the college and also verify assessors work in accordance with the awarding body.

Ensuring health and safety of all students are maintained even during activities.

Organising tester activity for recruitment of students,

Consistently monitoring the achievements of students.

EARLY YEARS TUTOR

Part-Time Early Years Tutor - Oct 2011 - Feb, 2012 - On Placement

Mar’ 2012 – December’2012 (Paid job: Maternity cover)

Newham College/Newham Training and Education Centre (Newtec)

Duties and Responsibilities: (Reason for leaving: Contract.)

Regular reviews of personal and learner achievement targets.

Updating and supporting student with individual learning plans

Ensures health and safety of all students are maintained during activities

Teach according to planned lessons to students for differing abilities and needs.

Prepare Schemes of work, lesson plans and adapting teaching resources to enhance student motivation towards learning

Mark assignments and consistently monitoring the achievements of students.

Early Year Tutor (6 weeks emergency cover) Mid-July’ 2011 – Aug, 2011

Southwark College. Thomas Calton Centre

Duties and Responsibilities:

Duties includes teaching and assessing adult student

Providing a stimulating learning environment for students.

Ensures health and safety of all students are maintained during activities

Teach according to planned lessons to students for differing abilities and needs.

Maintain learners' records and also track their progress

Prepare student activities in accordance with curriculum objectives of the college and also adore to equality and diversity of all learners.

Nursery Manager Sep’ 2010 – July’ 2011

Smarty Pants day Nursery, and Children Centre. London

Duties and Responsibilities: (Reason for leaving: back to school; full time to qualify for- DTLLS)

Manage staff, oversees the smooth running of the organisation.

Collection and updating children’s fees.

Oversees the daily running and administrative work of the nursery.

Implement strategies to meet the needs of staff, children and family and also outside agencies.

Work together with staff to ensure the setting is inclusive.

Implement Nursery policies and procedures in keeping children safe

To ensure equal opportunities and been sensitive to confidentiality.

Maintain and monitor accident, incident and risk assessment records.

Organise staff meetings and parent's evenings.

Encourage extracurricular activity (fashion design) for parent every fortnight on a Saturdays.

Organising training for staff, and monitoring staff practise,

Dealing with transition from nursery to children’s centre, or schools and liaising with multi-agencies, managing budgets,

P/T Acting Manager/Curriculum coordinator Feb’ 2007- Oct’ 2009 (in full time education)

Little-gems Nursery, London- Now known as Little Diamond

Duties and Responsibilities: (Reason for leaving: My boss needed a full time manager)

Responsible for daily running and administration of the nursery according to nursery policies and procedures.

Managing of staffing, organisation and smooth running of the nursery.

Implement Nursery policy about keeping children safe, equal opportunities, and confidentiality.

Identify training needs for the staff.

Arranging regular parent’s evenings.

Maintain and monitoring accident, incident and risk assessment records.

Responsible for management and supervision of staff team.

Help also in planning and preparing indoor and outdoor activities

Early Years Educator Nov' 2004 – Oct, 2006

Newham College of Further Education (Nursery)

Duties and Responsibilities: (Reason for leaving: Redundancy, then back to full time education)

Plan, observe, assess, and record children’s activities and giving feedback to parents/carers

Promote children’s physical, intellectual, emotional and social development

Ensure facilities are welcoming and accessible for all children and families.

Encourage the development of creative activities for children.

Plan activities and taking part in a range of creative learning sessions for children.

Participate with staff team in the delivery of learning and also contributing to staff meeting.

Classroom Assistant April, 2003 – Oct, 2004

Ultimate Montessori Nursery School, Stratford London

Duties and Responsibilities: (Reason for leaving: got a full time job)

Ensure facilities are welcoming and accessible for all children and families

Support children between ages 6 Months-2 years through soft play activities

Help children to visualise by using pictures and shapes to enhance learning.

Look after children’s physical needs such as eating and toileting.

Plan and record children’s activities and giving feedback to parents/carers

Fashion and Textile (Dressmaker) Jan 1997 - Nov, 2002

Buns Fashion & Textile production Iponri Lagos, Nigeria

Duties and Responsibilities:

Make women's garments, such as dresses, skirt and suits, according to customer specifications and measurements.

To converse with customer for types of material, pattern/style to be used in making garment.

Prepare patterns for cutting and assembled garments together for children and adults wear.

To take the full measurement of customer body sizes.

Classroom Assistant Sept 1992- March 1994

Omolola Nursery and Primary School, Ibadan Nigeria

Duties and Responsibilities:

Help children to develop communication skills, as well as literacy and numeracy.

Maintain an awareness of the needs of children between the ages of 3-5 years.

EDUCATION

Crown Link International (London) Jan’ 2015 - Ongoing

City & Guilds Level 4

Award in the Internal Quality Assurance of Assessment Processes and Practice

Crown Link International (London) Sept’ 2013- June’ 2014

City & Guilds Level 3

Award/Certificate in Assessing Vocationally Related Achievement (A1/TAQA)

London Metropolitan University Sept’ 2010 – Dec’ 2012

Master's in Education Studies (Part time)

East London College (University) Sep’ 2011 – June 2012

Diploma in Teaching in the Lifelong Learning Sector (DTLLS)

University of East London (UEL) Feb’ 2007 – June 2010

BA (Hons) Early Childhood Education with Special Education Second Class 2:2

Need and Inclusion

Newham Training and Education Centre (Newtec) Sep’ 2006 – July 2007 NVQ Level 3(CACHE certificate)

Early Years Childcare and Education

University of East London Jan' 2006- March 2006 University Professional Qualification on Career Development (One Module)

Newham Training and Education Centre (Newtec) Dec’ 2003 – Nov’ 2004

NVQ Level 2 (CACHE Certificate):

Early Years Childcare and Education

Newham College, Stratford Jan’ 2004 – July 2004

Assess to Science

City & Guilds: Literacy and Numeracy

Forest Gate Learning Zone Sep’ 2003 – Dec’ 2003

New CAD Level 1: Childcare

Spring View Garment Institute, Nigeria April 1994 – Nov’ 1996

Diploma in Fashion, Textile and Garment Construction

Immanuel College High School, Nigeria Sep’ 1985 – July 1992

GCSEs: Gained 5 A-C grades including English

INTEREST / HOBBIES

I enjoy watching documentaries and as well involve in academic activities such as reading, research, table tennis, sports/athletes. I also enjoy singing as I find it very therapeutic. I am involve in a group activities in the church as it enable me to be self-discipline, team participation skills and tolerance. In addition, I am able to speak up to four languages which includes; Hausa, Yoruba, Ishekiri and a little French.

REFERENCES: Available on request

PERSONAL STATEMENT

I am an experienced Course leader/lecturer working for Further Education as a lecturer, moderator and assessor in the vocational area of health and social care and children and young people’s workforce (Early Years Educator). I have completed my contract with Redbridge College on Btec first and extended diploma in health and social care and Early Years Education and currently working as a freelance for a college as an internal verifier for BTEC programme. I am knowledgeable in my area of specialisation and also in the Information and Learning Technology (ILT) to make learning fun during lesson as I am able also to use differentiation for learning. I set task for learners which require them to research topics using ICT and then either in groups or as an individual whilst they present their findings to the class. On the other hand, I use ILT through interactive board games as students can also work in group or as an individual. This type of task is designed to enable students build on their thinking skills, problem solving, and working in a team while at the same time embedding skills of literacy and numeracy. I upload my lessons and any resources used on the college’s visual learning environment known as VLE to enable students assess the resources anytime and to study at their own space.

I have the ability to embed key skills and basic skills in vocational areas by setting tasks in lesson which allows learners to use literacy skills in a range of context; which is done through discussion of topics, feeding back to the class on group discussions and being able to take notes in class. In one of the units that I teach on the Btec first I had a series of cover letters on the interactive board, and I asked learners to identify words which were wrongly spelt and they were expected to give the correct spellings for the words. Numeracy skill is also embedded by setting tasks which allows learner to use those skills; for example during a lesson on risk assessment, my students were taught how to use multiplication to calculate the risk scale and also to number the hazards that they have identified for their risk assessment.

In addition, I work with colleague to develop resources that can be shared in the delivery of most units. The resource were deigned to map evidence across units been taught for students to demonstrate interview skills to be able to participate in one to one discussions while demonstrating appropriate communication skills. As a result, I pay attention to the type of words and body language used when communicating with my learners and other professional colleagues. I ensure that my learners understood what was said by using different communication skills such as explaining or describing things in much detail, using gestures or examples that the learners can relate to. In addition, I am able to produce and present reports appropriate to a variety of audiences, most of my lesson are presented using power-point presentation. I make sure the content of the lesson is engaging and that learners understand the words being used. There are set objectives with every presentation so that learners know what they are supposed to have learnt at the end of the lesson. A profile report is produce for all my groups on the college system. This report is for other teachers and the observers which covers what the needs of the students in the group are and their preferred ways of learning. I also regularly upload feedback reports for my students on their personal learning plan to reflect where the students are in their academic studies.

Furthermore, I have good level of computer skills as I regularly use Microsoft word to prepare learning resources and worksheets/activity sheets for my lessons. I mostly use outlook to send emails to my colleagues and to my students. My tracking sheet of learners academic progress and placement report is done on excel document with the help of placement officer. I teach four groups on four units on the Btec programmes and two groups on a Cache Programmes; there are times when all the groups have had to hand in their work on the same week. According to the college policy students should be able to get their work back in two weeks from the date of submission with feedback given. This timeframe does sometimes seem impossible to meet especially when I have over 50 essays to mark, but I have never failed to give the students back their work within the allocated timeframe.

I hold a degree in Early Childhood combined with Special Education Needs and a Master’s degree in Education Studies and practice with children and young people. I also obtained a diploma in teaching in the lifelong learning sector. In addition, I hold a vocational assessor qualification for assessing vocational competence in a working environment and I am presently studying for level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, expecting to be completed in August 2015.

As a lecturer I am involve in the academic as well as pastoral care for young and adult learners. I advise students on study skills needed to succeed on the programme such as punctuality, use of references when writing an academic essay and time management. I also support students in setting action plans as required. For example, I have students who have missed classes and assignment deadlines due to being ill or having family issues, when these students come back to the college, I supported them in drawing up an action plan with realistic goals and targets to enable them catch up on what was missed. I also support the students in reviewing of the plan to ensure that they are on track. I also identify students who may be at risk and in need of pastoral care, when this happens I refer the students to the necessary staff in the department who may then deal with student issues such as financial support, counselling or the inclusion team.

I am much organise and prepare everything needed for my lesson a day before and I am very punctual to work and to my lessons. I am also able to use my own initiative to get the job done; as I have the sole responsibility of developing schemes of work, assignment briefs and resources for lessons. I regularly monitor students overall performance on the course, this enables me to identify students that are causes for concerns. This could mean that the students are often late to classes, not handing in work or may have disclosed to me issues that I feel may impact on their learning such as having the responsibility of looking after their younger siblings, struggling with English as a second language and financial difficulties. These students are then referred to the pastoral team for further support. I also keep regular contact with my learners to ensure their completion on the programme. This is done via regular phone calls to learners that were absent to classes to find out the reason for their absence and also informing the form tutor to ensure that attendance is monitored and managed before it escalates. This is also done via the e-Tracking system to ensure adequate monitoring and consistencies.

While working for the College, I realised that students only went to their placement with a sign in sheet detailing the number of hours covered at placement. I then asked my line manager if it was okay for me to develop a placement booklet for learners to take into placement; this booklet is for both the employers and the learners to use. It informs the employers of areas for development that the student would benefit from, it has a list of activities that learners can carry out while on placement which can be countersigned by work placement supervisor. It also has a section for writing a reflective account of their work placement experience and then a section for developing an action plan for future placement. This booklet become quite popular with the students and work placement supervisors have said that it has made their work a lot easier. Evidence from the unit can also be mapped across unit 6 and 44 on the Btec extended diploma.

In addition, I am able to establish good working relations with colleagues and students; I support my colleagues in developing and sharing resources for the delivery of lessons. I also work with my colleagues for the standardisation and moderation of units. I am flexible in working and able to respond positively to fluctuating circumstances as they arise, in my previous work, I have picked up an extra class in the delivery of Unit 10 (caring for children and young people) for Btec level 3 because the lecturer who delivers the Unit has taken ill. I have very good relationships with my students, my student know that they can approach me if they have problems that may be impacting on their studies and I will be able to direct them towards the right support while also ensuring that they get any academic support needed. It is important that all students irrespective of their differences feel valued. I do this by setting ground rules in the class which takes into consideration all the concerns of the students. Also the type of language used in class does not exclude or cause offence to any person or groups in the class. Learners are also made aware at the start of the programme that constant lateness will not be tolerated neither will late submission of assignment. I inform students that failing to attend classes regularly and to hand in work when it is due without being granted an extension is likely to affect the grade for the unit.

I am committed to the provision of quality service and the implementation of quality improvements by being a reflective lecturer, I regularly reflect on my teaching ensuring that it meets the learning styles of my students, improvement also involves me seeking feedbacks from my students on how my lessons are delivered and making changes based on the outcome of the reflection and feedback from student. I am also a member of the institute for learning which keeps me abreast with changes in the industry and I regularly use the social care institute of excellence website for updates and e-learning on health and social care topics. The social care Television also provides valuable visual resources for use in class, examples include the practical application of the mental capacity Act 2005 and the role of a social worker working with looked after children and adult safeguarding.

I am committed to the creation of a student centred culture, through constant feedback from my student on how they would want a particular topic to be taught, I prepare activities to engage learners in the lesson and learners are also given the choice of choosing the type of activity they want to participate in. I encourage learners to take full responsibility for their own learning for example during the delivery of a lesson I asked learners to set a criteria on which the lesson will be assessed on and then they are required to justify why they have chosen that particular criteria. I realised that this approach enables learners to be able to understand the knowledge required for doing the assessment because they were involved in pairing a lesson to an assessment criteria. Also my lessons are uploaded on the college’s visual learning environment a day before the lesson, to enable my students prepare before the lesson, encouraging them to think of any activities, resources or topics of discussion that may be useful for the lesson.

I sometimes stay late at work in the evenings if there is a departmental meeting, parents evening or interview evenings. As well be willing to work throughout the week/ over the year by prior arrangement. I always ensure that my dressing and accessories are appropriate to the working environment. In addition, I also have access to my own car and hold a clean full driving licence.

Overall, I have the ability to identify and support young people, learners/students whose progress, development or well-being is affected by changes or difficulties in their personal circumstances. Despite finding some of these experiences challenging, I have also found them extremely rewarding; particularly, as a mature, hard-working reliable, organise and of a warm friendly character that is able to communicate with people from different background effectively. I have been able to ensure that everyone feels valued and respected regardless of their religion or cultural background. I believed that I will be able to make a great contribution to organisations with my proven ability mentioned.

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