AWELE Sackey

• Plan and deliver differentiated lessons across KS2 (Years 3-6) in English, Mathematics, Science,
and STEM, ensuring all learners are challenged and supported.
• Use AfL and summative data to identify gaps across year groups, implementing targeted
interventions that improve individual and cohort outcomes.
• Mentor and coach staff through lesson observations, written feedback, and CPD sessions; lead
curriculum development and academic planning as Head of Academics.
• Support EAL learners through scaffolding and visual strategies; maintain strong parent
communication through reports, meetings, and informal updates.

• Delivered engaging lessons across KS1 and KS2 following British curriculum standards; applied
differentiated strategies for mixed-ability and EAL learners.
• Used AfL techniques to monitor and adapt teaching; collaborated with colleagues to ensure
progression and consistency across year groups.

• Taught Cambridge Checkpoint and IGCSE Biology (Years 7-12); prepared students for external
examinations through structured schemes of work and revision programmes.
• Led laboratory practical sessions using inquiry-based approaches; used assessment data to
implement targeted support across ability groups.
• Key

• Taught English, Mathematics, and Science across KS2 (Years 3-6) and Junior Secondary (Years
7-9) using British and Cambridge frameworks.
• Prepared KS2 students for Cambridge Primary Checkpoint; differentiated consistently for diverse
learners including EAL students.
• Key KS2

Lourdes Academy is where my teaching career truly began, and it remains a foundational chapter in my professional story.

As a Class Teacher to Years 3 through 6, I taught a broad range of subjects, including Mathematics, Science, Social Science, and English, following the Cambridge curriculum.

I loved the variety that came with teaching across multiple year groups — it pushed me to adapt my style, deepen my subject knowledge, and understand how children learn differently at each stage of development.

I worked hard to create classrooms that were structured yet nurturing, where every child felt seen and motivated to do their best. Those four years gave me a strong grounding in Cambridge frameworks, lesson planning and classroom management that has shaped everything I have done as a teacher since. It was also here that I discovered my genuine passion for primary education and my commitment to making learning meaningful for every child I teach.