I consider my passion for History, combined with my extensive contextual, political and cultural understanding to be my greatest asset. This has been commented upon frequently during ‘observation feedback’ throughout my career and is reflective of my genuine love for this academic discipline, one that I still research regularly during my spare time.

Utilising this, I have been able to show pupils who were otherwise disengaged that Humanities-based learning is vital, relevant and interesting; I see students continually choose to take my subjects at GCSE and A Level as proof. With this in mind, I believe that variety in tasks and activities are the key to keeping pupils alert and engaged. The best tasks are those where pupils engage with a problem, such as moral dilemmas, which challenge pupils’ pre-conceptions and require them to question the contemporary views that we take for granted. I am always looking for new ideas. In lessons I have high expectations of all pupils, which form the basis of my classroom management. Essentially, my lessons are varied, differentiated and appropriately challenging - keeping them actively engaged and thus naturally curious. I also believe that ‘stretching’ pupils who finish tasks early is crucial to facilitating rapid progress.

I value the use of data to identify individuals who are not performing optimally in order to address problems early, particularly with my exam classes. At GCSE and A level this targeting has taken the form of after-school intervention-sessions where students can access additional ‘nurturing’, complete homework or do revision in small groups. Lower down the school this data informs my seating plans, group setting and lesson structure, which ensures that my teaching is differentiated and impactful, providing students with a strong sense of how to improve.

I have planned and led many History-related field trips throughout my career, both inland and overseas. I am therefore comfortable with the logistics and risk assessment considerations required. I have organised and/or supervised on regular visits to Parliament, the Imperial War Museum, HMS Belfast, British Museum, Tower of London, Ypres (and the WW1 graves), Berlin, Auschwitz, Moscow, St. Petersburg, Portsmouth Royal Naval Dockyard, the Churchill War Rooms and to the National Portrait Gallery for a seminar with Simon Schama in support of his then recent book and BBC TV series. Such extra-curricular activities are essential for developing character and resilience, making a positive impact on a student’s academic life. Concurrently, I have also promoted extra-curricular activities with after-school clubs teaching students to play the controversial geo-political board game Diplomacy and a regular debating society exploring current affairs utilising UK parliamentary conventions.

I have been observed by OFSTED during my career and was judged as ‘Outstanding’ for a Year 11 History class. The feedback focused upon my warm relationship with the students, their clear engagement with the topic and rapid progress within the lesson. A mixture of jovial but focussed dissection of past exam questions contributed to this decision.

During the 2019 election I hosted a hustings event at my school featuring the four main candidates for the Crawley constituency. I had to field suitable questions from the entire sixth form, in attendance, to the candidates and moderate the debate. This was filmed by the BBC and broadcast as part of a package later that evening on Newsroom Southeast. I have organised schoolwide mock elections and assemblies to coincide with the general elections of 2015, 2017, 2019 and 2024.

I am passionate about educating and firmly believe that it’s a lifelong process which can be galvanised by ardent, exemplary teaching at such a crucial stage in a person’s life. Teaching allows me to learn continuously and to, hopefully, also instil a similar lasting love of learning in others.