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English (KS1 and KS2 – online) – Amber English KS2


I am an experienced teacher with Qualified Teachers Status awarded at an overall outstanding against the teachers’ standards. I have been working in the education sector for eight years; in teaching as well as supporting roles. I have experience teaching reception, year 2 and year 4 classes.  I also have experience mentoring within a secondary school, with year 9 students. I value building a positive relationship with my students, as I feel this allows me to know how to adapt my teaching and learning to engage my learners. This has enabled my students to learn and develop the necessary skills needed to progress.

Within my lessons, I use powerpoints, exam questions, games, quizzes, worksheets, videos and animations. However, I also ensure various materials are available for my students. Sessions can be planned to focus on the area that the student would benefit from developing (e.g. grammar, comprehension). Alternatively, sessions can incorporate a range of areas within the English subject.

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I have achieved Qualified Teacher Status (QTS) through completing a Post Graduate Certificate in Education (PGCE) with Early Years, where I achieved an overall outstanding grade against the Teachers’ Standards. I have experience teaching within primary schools. Although most of my teaching experience has been within early years and KS1, I have observed and discussed KS2 teaching with members of staff. I also have experience supporting within KS2 classrooms as a teacher’s assistant. Throughout my time as a student teacher I have undertook a variety of professional development training, these include; Introducing British Sign Language online course, Google for Education, PSHE Association Framework for Professional Development for Newly Qualified Teachers, The FA Primary Teachers course, as well as Child Exploitation and Online Protection (CEOP). I feel these training opportunities have advanced my knowledge and skills in safeguarding, planning and adapting teaching, as well as promote progress of pupils; both academically and pastorally.

I have experience of planning and teaching lessons; mainly mathematics, literacy and phonics. All lessons planned and carried out use a range of teaching and learning strategies to promote pupil progress. This incorporates collaboration tools such as talk partners, plenaries, whole-class discussions and group work. I additionally use these methods to aid Assessment For Learning within my lessons to evaluate pupils engagement, learning and needs, enabling me to adapt my teaching to facilitate development and engagement. I am familiar with the phonics Read Write Inc programme as both my placement schools have utilised this within their phonics teaching. I also have experience in using an online learning journal, tapestry, to keep track of pupils' progress against the EYFS curriculum. I additionally have participated with planning and setting up inside and outside environments, as considered a crucial element of learning within the early years according to the EYFS curriculum. I regard communication and relationships with parent(s)/carer(s) to be significant in promoting a positive environment and progress of pupils; holistically and academically. I demonstrate this within my practice of building positive relationships and sharing necessary information with parent(s)/carer(s) as much as possible.

Prior to completing the PGCE and working as a cover teacher. I have also worked in a private day nursery alongside studying as an undergraduate, this has also continued while completing the PGCE. Despite the workload, I managed to complete my undergraduate degree with a first-class grade. I feel this demonstrates my passion for working within the education field, along with ability to manage workload.