Shakelun Naher Khanam

-Successfully planned and delivered engaging schemes of work, ensuring curriculum coverage and differentiation for students with varied learning needs (annotating students Edukey Plans to ensure learning is caters to all children needs).
-Enhanced student outcomes through consistent, effective teaching, supporting both high-achieving students and those requiring additional literacy interventions.
-Developed and implemented responsive teaching strategies, incorporating progress checks and feedback-driven learning to support student growth.
-Designed and led extra-curricular booster sessions for Year 10/11 students, focusing on bridging literacy gaps and achieving CAT4 Challenge grades based on CAT4 and NGRT assessments. Supporting pupils to improve NEA's.
-Delivered detailed progress reports and worked collaboratively with parents and colleagues to enhance student support.
-Engaging in Aspiring Middle Leadership training, focusing on holistic literacy development and innovative classroom practices.
-Explored AI and technology to enhance student engagement and assessment methods such as Mizou and Brisk teaching, which has been revolutionary. This is also part of my dissertation research and focus.
-Worked closely with the Deputy Secondary Principal and Primary Literacy Lead with implementation of literacy gaps that can embedded during the transition of Primary to Secondary.
-Led and leading PLC Professional Learning Communities on Reading, Teaching and Learning in pedagogical practices.

-As part of my extra-curricular activities, I lead the Prom Committee, where students collaborate to organise and plan the school prom. Additionally, I run targeted intervention sessions to support pupils in reaching their CAT4 Challenge target, ensuring they receive the necessary boost to achieve their potential.

-Developed a rigorous and engaging curriculum that aligns with UAE inspection frameworks, ensuring compliance with MOE and British/IGCSE standards.
-Used CAT4, NGRT, and Renaissance data to identify literacy gaps and implement structured interventions to improve reading comprehension.
-Built a structured transition plan for Year 6 to Year 7, ensuring students are prepared for secondary-level reading and writing expectations.
-Trained teachers on scaffolding strategies for EAL students, low-ability readers, and higher achievers, ensuring inclusive classroom practices.
-Introduced responsive teaching strategies aligned with UAE school improvement priorities, making marking more effective.
-Launched a ‘Reading for Pleasure’ programme in line with UAE’s National Reading Strategy, including author visits and book clubs.
-Developed culturally relevant creative writing tasks that reflect local heritage, Emirati literature, and UAE values and created a robust curriculum on this.
-Successfully implemented Accelerated Reader and Star Reading assessments, ensuring a structured approach to tracking and improving students’ reading progress.
-Used NGRT and Renaissance data to identify literacy gaps and implement personalised reading interventions.
-Designed and organised the school library from scratch, selecting diverse and engaging books tailored to students’ reading levels and interests.
-Organised school excursions to the Theatre to watch curriculum based plays such as Macbeth, An Inspector Calls, Women in Black.

-Directed and Led a Full-Scale School Performance of The Wizard of Oz. Successfully produced, scripted, and staged a large-scale school production, overseeing every aspect from script adaptation to costume design and stage management.
-Managed a Cross-Departmental Team and collaborated with Art, Music, and Drama departments, ensuring a seamless and professional performance.
-Organised student-led rehearsals, costume workshops, and parental engagement, fostering a strong school-wide creative culture.

-I have studied the place of English within the National Curriculum in depth and explored how formative and summative assessments strategies are used to scaffold teaching and learning in the English classroom.
-Within my own teaching practices, I have used and witnessed various ways of assessment for learning and assessment of learning strategies and adapted these methods to aid differentiation for example pupils with Special Education Needs and have a proven track record of successful outcomes of pupils.
- Currently an AQA Examiner for GCSE English Literature and Language, this has allowed me to have extensive training with exam board directly and devise confidence in identifying where students have successfully met the demands of various assessment objectives.
-Having served now as Head of Literacy within a demographic with high levels of deprivation and low Literacy levels, I have successfully risen to the challenge and have formed professional and positive relationships with Senior leadership Team, Schools around the Trust, and aiding/supporting departments to develop Schemes of Works to raise pupils’ achievement in Literacy.
-Additionally, confidently liaising with Special Education Needs Department, has also enabled me to target students to develop their reading, speaking, and writing skills from all needs of backgrounds including ADHD, Dyslexia and Autism.
-I have successfully led Curriculum Professional Development/ Teacher Development sessions on Reading for Pleasure, Reading for Pedagogy, Phonics, Successful Literacy Learners and have led whole school assemblies on World Poetry Day, National Story Telling Week, World Book Day and Poetry thus promoting British Values of Individual Liberty and Mutual respect.

-I have led extra-curricular booster sessions for targeted Year 11 students to support them in reaching their target grades or exceeding them through stretch and challenge. -I focused on pupils with low reading ages, identified through CAT4 and NGRT assessments, to bridge the literacy gap.

-I developed strong pedagogical skills, underpinned by excellent behaviour management and core values. As an AQA Examiner for GCSE English Literature and Language, I received extensive training directly from the exam board, allowing me to confidently assess students' success in meeting various assessment objectives.

-With experience teaching Key Stages 3, 4, and 5, I was fully qualified to teach A-Level English Literature and Language. As a Year 8 form tutor, I built strong relationships with students and parents, supporting their transition from KS2 to KS3- particularly during the challenges of COVID-19. I helped close learning gaps by leading summer and remote learning catch-up sessions.

-Beyond the classroom, I led a creative writing club and took a leading role in English provision for refugee students. I also played a key role in curriculum development, designing the Year 9 English curriculum to enhance cultural capital. Aspiring to leadership, I aimed to become a Key Stage 3 Lead.

-Additionally, I mentored trainee teachers, refining my managerial skills and working closely with external agencies, including the University of Wolverhampton.

-I participated in extracurricular activities including Homework Club, Creative Writing, and an after-school programme aimed at enhancing literacy and English skills for EAL learners.