Elizabeth Wilson-Wood

I am grateful for the educational opportunities that were open to me, allowing for the development of unique skills and knowledge, and I am passionate about imparting these skills onto other young persons in ways that exceeds the boundaries of mainstream educational settings.

As a Teacher of Mathematics at The Salesian Academy Catholic Secondary School, I worked with students aged 11-16, including Foundation and Higher Paper GCSE students. My responsibilities include planning and teaching mathematics lessons, invigilating and marking exams and assessments, setting and marking homework and adjusting lessons according to results, delivering personalised feedback to students, receiving training for SEN and safeguarding considerations, managing behaviour and setting expectations, planning for and participating in open days and parents evenings, arranging meetings and phone calls with parents, and attending training conferences on teaching and mathematical pedagogy.

I worked as a TA of English and Mathematics for children aged 5-16 years. My responsibilities included marking and recording work, assisting with reading, writing and numeracy, managing the students and ensuring engagement, assigning homework, marking assessments, speaking to the children in Welsh, holding parent reviews and giving tailored feedback, and ensuring the tidiness of the classroom.

Before university, I ran a small business as a Private Tutor of Mathematics. I taught students after-school, assessing the areas of schoolwork they were struggling in, and carrying out pre-planned lessons in the comfort of their own homes with a combination of curriculum-based workbooks and personalised tasks. Many of my students were working significantly below age-related expectations, and had sought private tuition to address this. I was able to adapt my approach to teaching, thinking outside of the traditional classroom framework to uncover more effective learning strategies that suited each of my students individually. I was not trying to replace their schooling, instead working in tandem with the national curriculum and their school reports to build a sense of academic courage and inquisitiveness towards problem-solving, equipping them with the tools they needed to make better progress in the classroom.