EMPLOYMENT:
The London Nautical School
LONDON, UNITED KINGDOM
Teacher of English, Drama and Enrichment
September 2010 - Present
The London Nautical School is a passionate and idiosyncratic boys’ foundation school situated on the South Bank of the Thames in the heart of London. As such it represents all that is wonderful about London - a rich history (The Nautical was set up as a response to the sinking of the Titanic and resides in a unique old building in Stamford Street) alongside the embracing of the diverse, multi-cultural modernity of Europe’s largest city.
In my permanent role as a classroom teacher of English, Drama and Enrichment I work with 8 different groups from Year 7 to Year 11.
Even at the beginning of what is intended to be a long chapter in my career as a teacher, The London Nautical School has facilitated my engagement in a range of exciting areas of innovation and creative practice. These include: Working with the BFI and a group of students to create a film submitted to the Cinematheque Francais international project, Piloting a scheme of online journalling for students in the classroom, Working with the charity Stonewall to develop classroom activities for national publication.
RESUME FOR CHRISTOPHER MUNRO. PUBLISHED OCTOBER 2011. Page 2 of 9
EMPLOYMENT:
The Leigh Technology Academy
DARTFORD, KENT, UNITED KINGDOM
Teacher of English
January - July 2010
The Leigh Technology Academy, in Dartford, Kent, is a secondary school judged "Outstanding" by ofsted in October 2009. It is a school infused with enormous vigour for innovation and the whole facility was literally engineered around modern principles of large-class, integrated learning in a technology-rich environment.
As a teacher I worked as part of a collaborative team with classes from Year 7 to Year 11. I was responsible for the English learning for two classes at Year 10 and Year 11 who were preparing for their GCSE assessment in both Language and Literature.
The experience of working at The Leigh has been a tremendous introduction to education in the UK. The similarities between it and the system in New Zealand far outweigh the minor differences, thus I found it easy to 'hit the ground running' in both the teaching and learning, and the wider school environment.
In the time since commencing work at the Leigh, some of the initiatives I have taken include; the implementation of an ability grouped intensive reading programme with the 60 Year 7 students, the running of a targeted GCSE revision programme