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Mid-year review

I have continued to develop my leadership skills through personal reading, gaining insights into team management, communication, and decision-making. However, I have encountered challenges in ensuring all department members meet deadlines, as I am still refining my approach to accountability and follow-ups. Additionally, at the start of the IA process, miscommunication with SGI regarding soft vs. hard deadlines created some inconsistencies in expectations, which I now have a clearer understanding of moving forward.

While I have not yet delivered a solo PD session, I have engaged in A-Level PD to broaden my expertise, which I plan to share with the team in Term 3. My subject knowledge across IB courses has expanded, allowing me to provide more informed feedback and curriculum insights. Moving forward, I aim to focus on strengthening leadership communication, structuring clearer expectations for deadlines, and delivering impactful PD sessions to further contribute to the department.

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Mid-year review

Due to the business of term 2, I haven't prioritised the data analysis of year 13 and so have missed the opportunity to track the progress of DC3 against CAT C and CAT Challenge indicators. I require further development on this

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Mid-year review

Significant progress has been made in strengthening communication with parents, particularly through regular email updates, IB options evening, and direct discussions regarding assessments and IA deadlines. While a formal IB maths workshop is yet to take place, parental engagement has improved through individualized feedback and support. Student participation in KS5 Helpdesk remains an area for further development. Moving forward, the focus will be on formalizing structured parental engagement initiatives and increasing extracurricular participation in KS5 maths sessions.

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Mid-year review

Progress has been made in aligning assessments and student support with IB expectations. The Year 13 mock analysis has directly informed revision planning, ensuring targeted intervention. Communication with parents regarding IB grade requirements has been strengthened through IB options evening and direct updates. KS5 teaching resources have been shared, and I am working on distributing maths textbooks pdfs to Year 13 students to aid revision. Assessment cross-checking has improved accuracy, and collaboration with the KS5 team has helped refine the curriculum approach. The full curriculum review remains a focus for Term 3, with further IB training and MyIB resources to be explored as part of this development.

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Building upon my experiences from last year, I have taken on further responsibilities that have deepened my understanding of both curriculum planning and leadership within KS5.

This term, I have played a key role in creating multiple assessments, including the Year 13 mock exams, ensuring that they accurately reflect the IB examination style. Additionally, I have been heavily involved in the IA process, supporting students with their submissions, conducting minor moderation, and ensuring that all work aligns with IB expectations leading up to the deadline.

A significant area of growth for me has been communication with parents. I have learned how to effectively liaise with the IB team and families, ensuring that all stakeholders are well-informed about student progress and expectations. Additionally, I attended a RAMS meeting to analyze the previous Year 13 results, which provided valuable insight into student performance trends and areas for improvement.

Following the Year 13 mock exams, I successfully analyzed the data and used it to inform planning for the following weeks. This data-driven approach has allowed me to tailor my teaching strategies to address areas of weakness and better support student progress.

Finally, I have also improved my subject knowledge in SLAA, allowing me to provide deeper insights and more effective support to students. Moving forward, I aim to continue refining assessment strategies, strengthening IA support, and ensuring that students are fully prepared for their final examinations.

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Over the past year, I have continued to develop my role within the department and school community, further strengthening my relationships with both colleagues and students. While I initially hesitated to take on additional responsibilities in my first year, I have since sought out new challenges and leadership opportunities.

One significant step in my professional growth was interviewing for the KS4 Curriculum Leader role. Although I was ultimately unsuccessful, the process provided me with valuable experience and insight into leadership within the department. Shortly after, I had the opportunity to interview for the KS5 Curriculum Leader role, which I was successful in securing. This has allowed me to take on a greater role in curriculum planning, assessment development, and academic oversight for post-16 students.

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This year, I have continued to grow in my role as KS5 Curriculum Leader, taking on greater responsibility in curriculum planning, assessment development, and student progress tracking. I have refined my approach to analyzing student performance data, particularly through the Year 13 mock exams and RAMS meetings, using these insights to inform targeted revision strategies and improve assessment reliability.

My communication with parents and the IB team has strengthened, ensuring clarity around IA deadlines, mock performance, and intervention strategies. I have also played a key role in the IA process, supporting students through structured feedback, moderation, and submission oversight, while continuing to design rigorous assessments that align with IB standards.

Additionally, I have focused on deepening my subject knowledge in SLAA, particularly in probability distributions, further differentiation, and trigonometric identities, ensuring that my teaching remains precise and aligned with IB expectations. My role as an Edexcel Examiner continues to refine my ability to assess student responses critically and apply marking criteria effectively.

To further develop both my teaching and leadership skills, I have engaged in professional reading, including Jo Boaler’s Elephant in the Classroom, which has reinforced inquiry-based teaching strategies, and Ed Southall’s Yes, But Why, which has enhanced my ability to anticipate misconceptions and strengthen conceptual understanding. I am also currently reading Simon Sinek’s Leaders Eat Last, applying its principles to build a more collaborative and trust-driven environment within the KS5 team.

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- Completed GTT 4.1 on structuring lesson plans, certificate uploaded

-Taking part in moderation process of current year 13 cohort IAs

-Adapting the timeline for a scheme of work for a KS4 class and creating resources that can be shared.

-Have run a skillshare session of effective questioning techniques such as using MCQ and Diagnostic Questions for AFL.

-Ran a chess club and organized a trip to an interschool chess competition.

-Have run a department PD on effective Marking using my prior experience as an Edexcel GCSE/IGCSE Marker.

-Created end of year assessment for Year 9 Higher

-Contribute to the creation of SLAI assessments and homework

-Create QLA spreadsheets when needed for classes to share with department.

- Appointed Action Inclusion rep for Mathematics department.

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- Edexcel A-level PD. 5/3/25. Assessment Objectives and AO3 Problem solving. How to integrate into lessons and list of resources for teachers to use. Hopefully can pass this on to teachers in term 3

- AI and education PD. 25/8/23. Benefits of using AI in classroom. Different websites that can be used.

- EDEXCEL Marking PD June 2023. Additional PD on live marking for GCSE Exam year 2023. Applying mark scheme effectively and fairly, reducing need for moderation.

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-Analysing Year 11 Feb mocks 2/24

-Identifying weak students post-Year 13 Jan Mocks 1/24

-IA moderation 12/23

-Analysing Year 11 Oct Mocks 10/23

-Using CAT data for predicting current year 11 9/23

- Using class data to spot weaknesses in current year 11 group   30/8/23

- Ran Department PD on Marking. Roughly March/April 2023. Showed Department how to effectively apply markscheme in time for end of year assessments. This allowed other members of the department to understand the small nuances of the iGCSE marking process. Feedback given was that it was extremely helpful - many department members have asked me to check marking as a result.

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- Current Year 11 class 75% Grade 6+
Professional:
-KS4 Curriculum Lead role (1 year)
-HoD (5 year)

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Initially, over the first term at WIS, as a new resident in Dubai, I was hesistant to take on responsibility. However, due the welcoming and supportive nature of the department i was able to settle in very easily. This allowed me to build a strong rapport with not only department members but also colleagues in the wider school. I believe over the course of the year I have built a strong relationship with the students and made a significant impact on their education by fostering a safe and engaging learning environment. The department has provided me with plenty of opportunities to run my own club, organise trips, plan and create assessments and lessons and run PD sessions to further help my colleagues.

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Over the course of the past term, I have been able to apply for the role of KS4 coordinator. Although, I did not get the role I was fortunate enough to take part in the interview process which I found to be a great learning experience. Additionally, I have been able to teach two different courses on the IBDP pathway which has provided me with an insight into the differences on the courses thus, informing me of the numerous ways IB assesses students. I try to use this to the students' benefit, especially my year 12 class, by informing them of the advantages and differences of the courses should any course changes happen during the year.