Work  Experience in Education

Context

Pearson is a British multinational education and assessment company headquartered in London. It provides learning materials, assessments, and qualifications. Pearson is organised around five business units: Assessment & Qualifications, Virtual Learning, English Language Learning, Higher Education, and Enterprise Learning and Skills. It owns Edexcel, one of the main GCSE and A-level examination boards in England.

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Roles

In 2026, I obtained the role of Examiner at Pearson, shortly after, I became a Moderator.

 

Duties as Examiner 

• Examine student GCSE exam submissions from the Btec Music course and assess against the Pearson Btec criteria awarding task marks and component final scores.

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Duties as Moderator

• Assess examiner marking on the GCSE Btec course submissions and evaluate appropriate use of marking against the course criteria.

• Moderate teacher and examiner marking in accordance with the Btec Music course specifications and criteria.

• Provide written reports to teachers and schools on outcomes, moderation, and training requirements.​

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Reflection

Being a member of the Pearson examining and moderating processing team has brought significant insight into the demands and requirements of the Btec Music course as well as the importance of detail in assessment and moderation, this enabling me to further develop my own practice in assessment.

Context

Oasis Academy MediaCityUK is a co-educational secondary school for 11-16 year olds in Salford Quays, Salford, Greater Manchester, England. The school is an academy run by Oasis Community Learning, a multi-academy trust.

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Role

In September 2022, I was appointed as a Music Teacher at Oasis Academy MCUK, where I took on the challenge of revitalizing a department that had faced significant setbacks during and after the Covid-19 pandemic. The Music program had struggled to recover due to staffing shortages and persistent behavioural challenges among students.
 

My role encompassed teaching KS3 and KS4, including the delivery of BTEC Music courses —a particularly demanding task as I was required to simultaneously teach two distinct BTEC syllabi (one for Year 10 and another for Year 11) due to recent curriculum changes. Additionally, I coordinated one-to-one instrumental lessons in collaboration with an external music agency (MAPAS), ensuring students received high-quality tuition in their chosen disciplines.
 

My teaching responsibilities extended across a broad spectrum of musical education, including:

• Music theory, technology, history, and world music studies

• Practical instruction in keyboards, ukulele, percussion, and music technology

• BTEC coursework preparation, assessment, and submission to Pearson UK
   

Beyond classroom teaching, I fulfilled the role of a Form Tutor, which involved pastoral care, progress monitoring, and maintaining accurate student records. I consistently met tight deadlines, prepared and marked examinations, and liaised with external agencies to enhance the department’s offerings.
 

Through dedication and structured leadership, I contributed to stabilizing and advancing the Music program despite the challenges inherited.

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I served as a Subject Specialist Mentor for a partnership with Manchester Metropolitan University where I trained young teachers through ITT as part of their PGCE.

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Outcome

In my first year, I undertook a comprehensive restructuring of the Music curriculum across KS3 and KS4, ensuring it was both engaging and accessible for all learners, including those with SEND. By implementing diversified and inclusive teaching strategies, I facilitated deeper student comprehension, leading to marked improvements in both formative and summative assessments.
 

To enhance the department’s functionality, I redesigned and equipped dedicated practice rooms and established a fully operational music studio. These improvements significantly increased student engagement, encouraging more learners to take up one-to-one instrumental lessons and dedicate time to independent practice. The new facilities also allowed for effective group work and breakout sessions, fostering a more dynamic and collaborative learning environment.
 

By the end of the first year, I successfully ensured all Year 11 students completed and submitted their final exam coursework, recovering work that had been disrupted during the pandemic. Additionally, I implemented proactive behavior management strategies, reducing behavioral incidents by 90% and creating a more productive classroom atmosphere.
 

In my second year, I tripled enrollment in peripatetic lessons, further strengthening the department’s offerings. I also introduced targeted intervention sessions to support students in meeting coursework deadlines, ensuring no learner was left behind.
 

Recognizing my contributions, Oasis Academy nominated me for the NPQ in Leading Teacher Development, an opportunity that underscored my commitment to pedagogical leadership and continuous professional growth.
 

Through strategic planning and sustained effort, I successfully transformed the Music department into a thriving, well-resourced, and inclusive learning environment.

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Reflection

My tenure at Oasis Academy MCUK has been a transformative experience, requiring innovative problem-solving and adaptive teaching strategies to address the unique challenges of an underserved student population. Working within this context has reinforced the critical importance of personalized, student-centered approaches, where understanding individual backgrounds and needs is foundational to effective pedagogy.
 

A key insight from this role is that meaningful student-teacher relationships are not just beneficial but essential in fostering engagement and academic success. In environments where students face socioeconomic barriers, they require more than subject expertise—they need mentorship, inspiration, and consistent support to fully participate in their learning. By prioritizing these connections, I cultivated a classroom culture where students felt valued and motivated to achieve.
 

While this has been the most demanding position of my career, it has also been the most professionally rewarding. The experience has sharpened my ability to lead with empathy, adapt to evolving challenges, and drive measurable progress despite systemic obstacles. As a lifelong learner, I embrace the growth this role has afforded me and am eager to apply these insights to future teaching and leadership opportunities, where I can continue to advocate for equitable, high-impact education.

Context
The Deanery Church of England High School and Sixth Form College is a coeducational secondary school and sixth form located in Wigan, Greater Manchester, England. It is a Church of England voluntary aided school.
Role

During my PGCE in Music Education at Manchester Metropolitan University, I completed a teaching placement at The Deanery, where I delivered high-quality music instruction across KS3, KS4, and KS5 (Sixth Form). My responsibilities included:

• Designing and delivering engaging, curriculum-aligned lessons for all key stages, including:

  • KS3: National Curriculum Music

  • KS4: GCSE Music

  • KS5: BTEC Level 3 Music

• Developing and administering formative and summative assessments to monitor and support student progress.

• Maintaining accurate academic records in compliance with school policies.

• Leading extra-curricular music clubs to enrich students’ practical skills and foster a passion for the subject.

Outcome

During my tenure at The Deanery, I successfully immersed myself in the school's culture and educational ethos, rapidly adapting to institutional practices. I established strong collaborative relationships with colleagues while fostering positive rapport with students across all key stages, contributing to an enhanced learning environment.
 

My strategic adjustments to lesson delivery and curriculum implementation yielded measurable improvements, particularly for KS4 and KS5 students. Through innovative pedagogical approaches to GCSE and BTEC instruction, I facilitated notable academic progress and strengthened student outcomes.

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The placement concluded with significant professional achievements, including the development of
lasting collegial relationships that extended beyond the classroom. This experience demonstrated my ability to quickly integrate into new educational settings while making meaningful contributions to institutional growth.

Reflection

My tenure at The Deanery proved particularly rewarding as my innovative teaching methodologies gained recognition for their demonstrated effectiveness. I developed and implemented differentiated scaffolding techniques that significantly supported vulnerable learners, including students with SEND, enabling them to achieve beyond expected outcomes.

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A key professional development milestone was mastering the simultaneous delivery of two advanced qualifications - GCSE Music and BTEC Level 3. This achievement highlighted my strong organizational capabilities and forward-planning in resource development, ensuring both courses maintained rigorous standards.

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The most profound validation came when students expressed emotional responses to my departure, demonstrating the meaningful connections I had forged. This reaction served as powerful confirmation of my ability to inspire learners and create lasting educational impact - a testament to the positive learning environment I cultivated.

Context

Parrenthorn High School is a comprehensive school serving students aged 11-16 located in Prestwich in the English county of Greater Manchester. 

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Role

As part of my PGCE in Music Education at Manchester Metropolitan University, I completed a teaching placement at Parrenthorn High School, where I would:

• Deliver high-quality music instruction aligned with the National Curriculum for KS3 and KS4

• Monitor and track student progress, maintaining accurate records to support individual development

• Adapt lesson planning to ensure accessibility and engagement for students with SEND

• Design and implement formative and summative assessments to measure learning outcomes

• Collaborate with the Head of Department to contribute to curriculum development and departmental improvement

• Fostered student enthusiasm for music through innovative and inspiring teaching methods

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Outcome

By the conclusion of my placement, I had successfully integrated into all aspects of school operations, meeting both educational standards and professional expectations. My contributions included:

• Developing and implementing high-quality teaching resources and scaffolds that were subsequently adopted department-wide

• Initiating and executing system improvements that enhanced teaching effectiveness and learning outcomes

• Applying my extensive prior experience to introduce innovative pedagogical approaches

• Delivering engaging, results-driven lessons that demonstrably improved student attainment across key stages

This experience reinforced my ability to quickly adapt to new educational environments while making meaningful, lasting contributions to departmental development and student achievement.

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Reflection

During my tenure at Parrenthorn High School, I developed a comprehensive understanding of the UK's statutory frameworks governing teaching practice and the institutional policies that shape daily school operations. My experience enabled me to engage meaningfully with both the Teachers' Standards and the specific ethos and policy environment of the school.

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Central to my development was working within the two-part structure of the Teachers' Standards. In relation to Part One: Teaching, I consistently demonstrated:

• Standard 1 (High expectations): I set ambitious goals for all pupils, including those with SEND, adapting lesson planning to ensure accessibility while maintaining high aspirations. My commitment to inclusive practice reflected the school's mission to provide "a suitably balanced curriculum which promotes equal opportunities for differing needs and abilities".

• Standard 2 (Good progress and outcomes): Through systematic monitoring and tracking of student progress, I maintained accurate records that supported individual development and enabled me to intervene effectively when pupils fell behind.

• Standard 3 (Good subject and curriculum knowledge): I delivered music instruction aligned with the National Curriculum for KS3 and KS4, demonstrating secure subject knowledge and the ability to design coherent lesson sequences that built pupils' understanding progressively.

• Standard 4 (Planning and teaching well-structured lessons): I designed formative and summative assessments to measure learning outcomes, and my development of high-quality teaching resources—subsequently adopted department-wide—exemplified my capacity to contribute to curriculum development beyond my own classroom.

• Standard 5 (Adapting teaching): My work with SEND students required adaptive approaches that responded to diverse learning needs, ensuring all pupils could access and engage with the music curriculum.

• Standard 6 (Making accurate and productive use of assessment): The assessment strategies I implemented provided meaningful data that informed my teaching and supported pupil attainment.

• Standard 7 (Managing behaviour effectively): I operated within Parrenthorn's consistent behaviour framework, which "emphasise[s] and reward[s] positive behaviour" with "clear, fair and regularly promoted" expectations. This structured environment, with "clear rules on uniform, punctuality and conduct in lessons", provided the foundation for productive learning.

• Standard 8 (Fulfilling wider professional responsibilities): I collaborated with the Head of Department on curriculum development and departmental improvement, contributing to system-wide enhancements that benefited the whole team.

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In relation to Part Two: Personal and Professional Conduct, I maintained "proper and professional regard for the ethos, policies and practices of the school", upholding high standards of attendance and punctuality while acting within the statutory frameworks that define teachers' professional duties. I embraced Parrenthorn's core values—Respect, Aspire, Believe, Achieve—and actively promoted British values including democracy, the rule of law, individual liberty, and mutual respect for those with different faiths and beliefs. I challenged prejudicial behaviour where observed and contributed to the school's strong anti-bullying culture.

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This placement reinforced my ability to operate effectively within England's statutory and institutional frameworks while making meaningful contributions to departmental development and student achievement. The experience of integrating into Parrenthorn's policy environment—from its behaviour and uniform policies to its marking and assessment practices—has equipped me with the professional knowledge and adaptability required to thrive in UK schools and to continue developing as a reflective practitioner committed to the Teachers' Standards.

Context

The International Baccalaureate Organization (IBO) has over 6,200 schools worldwide, known as "IB World Schools," operating across 163 countries. Combined, these institutions offer over 8,900 distinct IB programmes to nearly 1.95 million students.

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Role

Following the Leading training provided by the IBO in Boston (USA), I became a Workshop Leader for the IBO with assigned areas of Europe, Asia, and Africa where I facilitate training of new International Baccalaureate Diploma Program teacher in Music.​

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My responsibilities include:

• Facilitating workshops for categories 1, 2 and 3 of the IBO training program.

• Designing and delivering engaging, curriculum-aligned workshop sessions for the IBDP training.

• Organise and monitor participant progress and advancement.

• Provide relevant, effective, and most current guidance for the use of music technology in teaching and learning within the program.

• Liaising with field representatives and stakeholders on course outcomes and adaptions that facilitate diversification to meet the aims of the course. 

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Reflection

As part of an international educational community, I have found my tenure at the IBO immensely rewarding. Being an international educator reflects my passion for bringing innovative teaching methods and practices to teachers wishing to expand their knowledge and become part of an international educational community. Despite all my accomplishments in education, I remain a constant learner, always exploring new approaches to further developing education, and being a workshop leader for the IBO has allowed me to do just that. 

Context

The ABRSM (Associated Board of the Royal Schools of Music) is an examination board and registered charity based in the UK. ABRSM is one of five examination boards accredited by Ofqual to award graded exams and diploma qualifications in music within the UK's National Qualifications Framework (along with the London College of Music, RSL Awards (Rockschool Ltd), Trinity College London, and the Music Teachers' Board).  More than 600,000 candidates take ABRSM exams each year in over 90 countries.

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Role

​As an associate teacher of music, my engagement with the ABRSM includes:

• Teaching piano through grades 1-8 and further studies.

• Teaching music theory (all grades)

• Preparing students for music exams and qualifications

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Reflection

During my time teaching music to students of music in preparation for exams at the ABRSM I attained a complete insight and knowledge about the standards, practices, and requirements of the ABRSM framework. With over a decade of preparing and presenting students for exams at the ABRSM, I have successfully managed to ensure that all my students have passed their exams, progressed to higher studies, most of which gained distinctions across fields of study. 

Context

Ionios International School is a private school serving students 11-18 located in Athens - Greece. It provides a dual curriculum that consists of the National curriculum and the International Baccalaureate Curriculum.

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Role

​I was recruited by Ionios for the creation and development of the International Baccalaureate Diploma Programme (IBDP), where as part of a team of subject specialists, structured the IBDP department in accordance with the International Baccalaureate Organisation (IBO) specifications, regulations, and practices. This included the formulation of IBDP policy integrations into National school policies.

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My role thereafter, was that of the Head of IBDP Music where I facilitated the implementation of the programme for KS5 through the 2 year IBDP Music programme. 

My responsibilities included:

• Designing and delivering engaging, curriculum-aligned lessons for KS5

• Designing subject crossover lessons

• Teaching music technology 

• Managing the school studio, recordings, and productions

• Liaising with the IBDP university advisor, CUKAS (Conservatoires UK Admissions Service), and UKAS (United Kingdom Accreditation Service) for student progressions

• Developing cross subject lessons enabling varied approaches to learning 

• Running after school music clubs for the wider school community allowing students to explore and learn about music through the IB infrastructure.

• Application of andragogy alongside pedagogy.

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Reflection
During a decade tenure at Ionios International School I was able to establish and develop a most competitive music department that served all student needs and provided all possible utilities for student success. With the full support of the school, I designed a high spec music facility that in partnership with an architect became -at the time- the only international school in Greece with such facilities for its music students. To ensure every professional standard was met, I worked on the building of this facility along side the construction team on my own time. This accomplishment has the music department held as the 'jewel' of the school. 

Year after year, my students managed to attain the highest scores in their SL and HL exams, where all students following onto further studies abroad were able to get into their first choice universities, while some winning international music competitions.  This brought me great satisfaction and pride to the school stakeholders.

Context
Independent international artist

Roles

• Classical pianist / performer / composer

• Private educator in classical music and music technology.

• Facilitator of seminars and masterclasses in classical music with a focus on pianist skills development

 

Reflection

During my time as an independent artist and educator, I found sharing my knowledge of advanced musical techniques on the piano and composition very rewarding as they allowed me to engage with a plethora of young and older musicians seeking to take their skill to a higher level. This was an important goal as it led to significant improvements of participant skills and further acknowledgement of myself in the wider music community. It also allowed extensive travelling to various parts of the world where I taught and formed meaningful relationships with other musicians.

Context

Gkanas school of English, located in Athens - Greece. The school offered English language learning from KS1 to KS5 as well as adult classes. Offering the preparation for exams, students were able to obtain English language qualifications up to C2 Proficiency. 

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Role

English phonetics teacher

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Duties

• Developing comprehensive lessons for levels Lower, Advanced, C1 and C2 Proficiency

• Preparing students for undertaking progression and final exams for the Michigan and Cambridge qualifications 

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Reflection

During my tenure at Gkanas School of English, I developed and deployed teaching and learning strategies that enabled students of diverse backgrounds and english skill levels to achieve significant improvement and success in their exams and further studies in English. This was a most rewarding time as I developed my teaching skills in a new context.

Context

The Athens Conservatoire is the oldest educational institution for the performing arts in modern Greece. It was founded in 1871 by the non-profit organization Music and Drama Association. Prominent personalities and artists who were taught at Athens Conservatoire include Maria Callas, Dimitri Mitropoulos, Nikos Skalkottas, Gina Bachauer, Mikis Theodorakis, Dimitris Sgouros, and many more.

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Role

​As part of my professional music training, I taught KS 1-3, this included piano, music theory, and performance skills, and general musicianship.  

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Reflection

During my time teaching at the Athens Conservatoire I was able to produce students that consistently achieved the highest final exam score in the Conservatory year after year. This was accomplished by a rigorous training program that I developed over prior years in my own training that incorporate the Conservatoire's own rigorous training structure that I infused with the practices of the Russian school pianistic methodology which I had gained from prior studies in the Moscow Conservatoire