مصطفى جاما

• Preparing and delivering outstanding online and face to face lessons to a range of learners, varying in age and ability through the use of Oxford Q-Skills e-books and Virtual Learning Environment (Blackboard) to enhance the learners blended learning experience and confidence;

• Monitoring learners progress online and providing them with personalised, timely feedback and guidance.

● Led a successful vocational Business & Hospitality department, with over 20 SME’s and over 300 trainees that achieved and maintained between 90 - 100% pass rate for all Specialism’s External Assessments for three consecutive years;
● Kept up-to-date with relevant developments that impacted the programme delivery sector;
● Identified and advocated the introduction of appropriate innovative trainee-centred, teaching & learning methods, which included technology-enhanced learning initiatives;
● Introduced a variety of quality assessment processes (LVSA, Capstone, CBT exams) and provided feedback and sampled in line with the relevant qualification body standards.
● Tracked assessments and trainees’ performance, deliverables and milestones, using various technologies and Trackers: City & Guilds (Learning Assistant, ABMS, E-Volve), LAMS, Moodle, IWBs, Kahoot, Socrative and conditionally formatted Ms Excel trackers);
● Established positive relationships with local organisations in Madinah (guest speakers, trips, ‘On the Job Training’, and securement of graduate placement opportunities);
● Supported with introduced Oracle Opera and Amadeus for two of our Hospitality Specialisms;
● Set up numerous SharePoint Team Sites for my team to frequently collaborate using technology;
● Successfully initiated Peer Mentoring Remedial programs to aid trainees who were at risk of failing.

● Designed and delivered C lessons to CEFR A1­B2 level to trainees of varying ages and abilities; adapted all lessons to suit trainees learning styles and needs
● Engaged with trainees to develop their enthusiasm for the subject, which led to high attainment levels throughout assessments and exams
● Monitored trainee progress by marking and assessing work, engaged the class with group discussions and Question and Answering sessions
● Identified any areas of weakness and implemented action plans to mitigate any risk to trainees development
● Recognised by peers and management as a positive role model for trainees and colleagues by introducing technology in creating engaging and differentiated lessons
● Contributed to the College Health and Safety Committee (member)

Key Responsibilities:
● Prepared and delivered lessons to a range of learners, varying in age and ability through the use of course books, audios and visual aids
● Devised new resources as well as personalizing given ones, to engage and accommodate for the various learners, along with marking and providing appropriate feedback on oral and written work
● Used a range of classroom and behavioural management techniques and methods
● Attended and contributed to Continued Professional Development training sessions

Key Responsibilities:
● Supported and mentored ESL learners with their English language learning
● Taught all areas of the curriculum with the additional responsibility of leading ICT
● Led the introduction of a web-based learning program to staff and learners.

Key Responsibilities:
• Facilitated BTEC Business and ICT courses and the ICT NC framework to learners.
• Planned, organising and delivered differentiated lessons to a range of ESL learners, while assessing & monitoring their progress.
• Worked collaboratively and effectively with teaching assistants and other members of staff.

Key Responsibilities:
• Taught CIDA (Edexcel and the ICT NC framework to learners, whilst providing a stimulating and engaging learning environment (Ofsted 2011).
• Planned and delivered high-quality lessons on a daily basis. Assessing, recording and tracking learners’ progress.
• Led and initiated extra-curricular sessions such as SAM Learning and ICT club to maximise the achievements of learners whose English is a Second language. NQT - induction year completed at this school.

Key Responsibilities:
• Teaching CIDA (Edexcel and the ICT NC framework to learners, whilst providing a stimulating and engaging learning environment (Ofsted 2011).
• Planning and delivering high-quality lessons on a daily basis. Assessing, recording and tracking learners’ progress.
• Leading and initiating extra-curricular sessions such as SAM Learning and ICT club to maximise the achievements of learners whose English is a Second language. NQT - induction year completed at this school.