MARIA Veronica TYMOSIEWICZ

I) AS/A Level Psychology Lead Teacher – Grades 11 and 12

Teach the Cambridge AS/A Levels Psychology curriculum, focusing on core areas such as cognitive, biological, and social psychology while encouraging critical thinking and application of psychological concepts.

Lesson Design: Develop engaging and comprehensive lesson plans, integrating multimedia resources, case studies, and real-world applications to deepen understanding and interest in the subject.

Assessment Creation: Design formative and summative assessments, including tests, projects, and research-based assignments, to evaluate students' understanding and analytical skills.

Student and Parent Collaboration: Provide detailed feedback on assignments, conducted progress meetings, and worked closely with students and parents to identify areas of growth and success.

Enrichment Activities: Encourage reflection through class discussions, debates, and journal writing while fostering a love for the subject through thought-provoking activities and projects.

Interdepartmental Collaboration: Partner with colleagues in the Humanities Department to design interdisciplinary activities, combining psychology with history, geography, and sociology to promote collaborative learning.

II) Grade 6 Humanities Teacher – Cambridge Lower Secondary Humanities (History and Geography)

Deliver lessons that covered key topics in history and geography, using an inquiry-based approach to encourage curiosity and active participation in learning.

Material Development: Collaborate with team members to create curriculum materials, including presentations, worksheets, and project-based learning modules.

Inquiry and Discussion: Promote critical thinking through debates, role-playing activities, and open-ended questions that allowed students to explore global and historical perspectives.

III) Homeroom Teacher – Grade 6 (2024) and Grade 12 (2025)

Pastoral Care: Support students' emotional, social, and academic needs by creating a safe, inclusive, and nurturing environment.

Wellness and Mindfulness Integration: Deliver Contentment Foundation and Mindfulness Practices as part of the school's curriculum and values, encouraging students to develop emotional intelligence, resilience, and self-awareness.

Student and Parent Collaboration: Maintain regular communication with parents to ensure alignment in supporting students' academic and personal development.

Close Work with Pastoral Lead: Partner with the pastoral care lead to address individual student concerns and implement effective support strategies.

Character and Values Development: Organize activities and discussions that promoted leadership, empathy, and a sense of community among students.

I) CBSE English Coordinator

• Coordinated the delivery of the CBSE English curriculum for Grades 9 and 10, ensuring consistency and alignment with national standards.
• Supervised lesson planning, assessments, and classroom strategies to maintain a high-quality learning environment.
• Conducted professional development sessions for English faculty, sharing best practices and promoting collaborative teaching approaches.
• Led initiatives to prepare students for board examinations, including managing mock tests, performance analysis, and remedial programs to achieve academic excellence.

II) Middle School English (Grades 7 & 8 CLSC English Language and Literature)

• Delivered the Cambridge Lower Secondary Curriculum (CLSC), focusing on developing students' reading comprehension, writing, grammar, and literary analysis skills.
• Designed engaging lessons and assessments aligned with CLSC standards to enhance critical thinking and creativity.

III) High School English (Grades 9 & 10 CBSE and IGCSE English Language and Literature)

• Taught both CBSE and IGCSE curricula, covering advanced grammar, formal and creative writing, and in-depth analysis of prose, poetry, and drama texts.
• Guided students in coursework preparation and examination readiness through targeted strategies and personalized feedback.
• Encouraged analytical thinking and effective communication through class discussions, essay writing, and project-based learning.

IV) Grade 9 and 10 Homeroom Teacher

Pastoral Care – Provided emotional, social, and academic support to Grade 9 and 10 students, fostering a safe, inclusive, and positive classroom environment. Conducted regular one-on-one check-ins with students to address personal and academic concerns, promoting their well-being and personal growth. Organized and led sessions on mental health, time management, career aspirations, and global citizenship to prepare students for future challenges.

Collaboration with the School Counselor and Pastoral Team – Worked closely with the school counselor and pastoral care team to identify and support students facing social, emotional, or academic challenges. Participated in case discussions and implemented individualized action plans to support students' holistic development. Acted as a bridge between students, parents, and the counseling team, ensuring effective communication and alignment of support strategies.

Parent Engagement – Maintained regular communication with parents regarding students' academic progress, behavior, and well-being. Facilitated parent-teacher meetings to create collaborative plans for student development and success.

I) Grade 6 to 8 English Language Teacher

Course Delivery: Delivered the Cambridge Lower Secondary English (1111) course, focusing on building students' proficiency in reading, writing, grammar, and speaking.

Professional Training: Completed training in the Cambridge Lower Secondary English (1111) Introductory Course and Cambridge IGCSE Literature in English (0475) 2020-2021 Syllabus, enhancing pedagogical skills to align with international standards.

Curriculum Integration: Designed lesson plans and assessments to develop critical thinking and literary analysis skills.

II) Grade 8 Homeroom Teacher

Pastoral Care: Provided emotional, social, and academic support to Grade 8 students, fostering a safe, inclusive, and positive classroom environment. Conducted regular check-ins to monitor students' well-being and address any personal or academic challenges they faced. Supported the holistic development of students, promoting values such as empathy, respect, and resilience.

Parent Engagement: Acted as the primary point of contact for parents, communicating students' progress, behavior, and any concerns. Organized parent-teacher meetings to discuss individual development plans and strategies for improvement.

Mentorship and Guidance: Guided students in goal setting, time management, and academic planning to prepare for transitions to higher education levels. Led class discussions on topics such as mental health, career aspirations, and global citizenship.

III) Grade 3 to 5 English Language Support Lead Teacher

Program Leadership: Spearheaded the development and implementation of English language support programs to improve linguistic competencies in young learners.

Data-Driven Instruction: Conducted pre- and post-program evaluations, analyzed student progress data, and used insights to refine teaching strategies for optimal learning outcomes.

Tailored Support: Designed individualized learning plans to cater to diverse student needs and language proficiency levels.

IV) Grade 6 to 8 Global Perspectives Teacher

Curriculum Delivery: Taught the Cambridge Lower Secondary Global Perspectives (GP) curriculum with a focus on developing 21st-century skills in: Research: Guiding students in conducting evidence-based investigations.

Analysis & Evaluation: Teaching students to critically assess information from various sources.

Reflection: Encouraging self-awareness in learning and personal growth.

Collaboration & Communication: Facilitating group projects and presentations to nurture teamwork and effective communication.

Project-Based Learning: Supervised interdisciplinary projects that addressed global issues such as sustainability, cultural diversity, and social justice.

V) Campus Facebook Page and Global News Network Editor

Content Management: Edited and curated content for the campus Facebook page and the Global News Network, ensuring engaging, accurate, and timely updates.

Publication Editing: Managed formal publications, including newsletters, reports, and event highlights, maintaining high editorial standards.

Community Engagement: Used social media to enhance communication with stakeholders, increase visibility, and promote institutional achievements.

VI) Additional Roles Undertaken

1. Production and Drama Training – Directed and trained students for the 2019 production of Lion King: The Musical for the GIIS Annual Day, emphasizing acting, stage presence, and teamwork. Coordinated with multiple teams for set design, costumes, and choreography.

2. CCA In-Charge: Little Chefs – Designed and led the Little Chefs Co-Curricular Activity (CCA) program for Grades 4-7. Taught students the basics of food preparation and nutrition through practical cooking sessions, linking lessons to healthy living.

3. Mentorship – Mentored the winning team of the 2019 EduTech EduBUILD Masters Hackathon, supporting students in innovative problem-solving and technology-based projects.

4. Learning Excursion Organizer – Organized and managed a learning excursion to The Bicentennial Experience 2019 as part of Social Science Week, providing students with an immersive historical and cultural experience. Developed pre- and post-visit activities to deepen students' understanding and engagement with the excursion theme.

• Teaching English as a second language to non-native speakers
• Curriculum development in the areas of Grammar, Speech, Literacy, and Social skills using English as a medium
• Test, evaluate and counsel students with respect to their academic performance and goals
• Recognize and implement changes according to class' and individual students' differences that may affect their ability to learn
• Encouraging student participation through interactive methods, such as games, group projects, or role-playing
• introduce students to the culture of English-speaking countries to promote a deeper understanding of the language's context
• Update and maintain accurate record keeping for daily attendance and student performance
• Participate in staff meetings and exchange feedback with fellow teachers and academic supervisors
• Learn and comply with institutional policies and procedures
• Supervise students, as appropriate, ensuring their safety and welfare at all times