Pamela Kiwumulo Namaganda

• Organisation Overview: Heritage International School was established to offer quality international education to children in nurturing Christian environments. It has membership in Association of Christian Schools International (ACSI).
• Use of adapted teaching methods to cater for varied learning styles and abilities of 20 7 to 8 year olds in class. Incorporation of biblical integration in lesson planning and delivery. Playing role model position for children, coupled with having devotions and age appropriate relatable life discussions.
• Creative use of differentiation in lesson delivery and assessments. For example during Language Arts, use of activities like spelling sorts, crosswords, fun word colour coding, ABC order and rainbow spelling pyramids. Incorporation of modern technology into lessons to make them more engaging for students. For example, use of tablets, practical Language Arts and Math games to reinforce concepts as well as use of online resources like visuals and audios.
• Use of positive reinforcement methods in behaviour management.
• Creating safe classrooms. Establishing enriching environments for each child to fulfil their potential.
• Enhance child autonomy in education by giving children opportunities to own their learning and to offer peer scaffolding especially during group work and learning centres.
• Continuous collaboration with colleagues to share best benchmark practices; as well as attending some of their lessons in order to enrich teaching.
• Maintain open communication channels with parents during Parent Teacher Conferences and during everyday interactions for consistent feedback on children's progress.
• Participate in continuous professional development by attending school organised sessions and also exploring widely with online resources in order to stay relevant and up to date. Completed Christian Philosophy of Education (CPoE) and pursuing ACSI Certification.

• Often stepped into lead teacher role occasionally as needed maintaining lesson continuity without disruption for 7 students.
• Created standard lesson plans and delivered in person instruction of Bible lessons. Made use of fun and engaging games and activities to help children understand lessons better.
• Assisted lead teacher in lesson preparation, marking assessments and grading students' work.
• Was actively involved in guidance and supervision of students in and out of class during extracurricular activities.
• Helped maintain school records accurately and confidentially.
• Supported pupils' emotional wellbeing by offering empathetic listening and guidance.
• Assisted in managing classroom behaviour thus maintaining safe and conducive atmosphere for learning.

• Created Unit Plans, delivery of instruction both online and in person, supervision of students both in and out of class, grading students' work, preparation of work packets for students, engaging in whole school events like Spiritual Emphasis Week and Book Week.
• Keenly observed individual student performance, taking note of areas for improvement and offered one on one support in areas that needed to be improve.
• This happened to be around COVID time when classes were largely online. Offered assistance to children during those online sessions and during homework completion.

• Offered one on one levelled reader sessions for 30 children in kindergarten and year 1 to improve reading skills. Made use of multiple techniques, for example chunky monkey, to chunk up words into relatable simpler words one can read in order to then be able to read more complex words.
• Used phonics to build reading skills. Activities included use of flash cards for sounds identification after which, reading words with those very sounds. Those that were more fluent read more complex books.
• Introduced children to new vocabulary in every session and tested comprehension skills of text/ books read. Made use of approaches like question and answer, sequence of events, problem and solution as well as summarising.

• Worked as Special Education Aide for two Grade 2 boys joining school. Basically worked under supervision of Student Support Services. Offered assistance during class hours to catch up while lessons went on, also helped to improve reading skills by using phonics approaches.
• Supported students in understanding academic concepts as well as completing classwork. Offered individualised instruction during one on one sessions and during whole class activities.
• Assisted lead teacher in lesson plan delivery for small student groups.
• Kept clear documentation of each child's progress, milestones made and areas of improvement

• Working here enabled exploration of many Early Years Foundation Stages (EYFS) core values. While at this Inclusive Early Learning Centre, work was centred around recognising each child as unique and creating enabling environments for that uniqueness to thrive. Taught kindergarten class which comprises four year olds. Enhanced children's literacy skills through creative storytelling sessions and helped children learn numeracy skills.
• Coordinated activities to enhance learning and development for example fixing thread through beads, playing with blocks, colouring within given lines. Many of these helped to develop their fine motor skills. Engaged children in lots of outdoor play so as to cater for development of gross motor skills.
• Established, planned and implemented age appropriate activities to promote physical, social, cognitive and emotional growth.
• Built social skills among children by encouraging them to share, develop positive relationships, and develop courteous social manners like saying sorry, thank you, please and asking to be excused.
• Went over simple sentence formation, reading using jolly phonics, various practical and art activities as well as music, dance and drama.
• Assessed each child individually and sensitively met their emotional and psychological needs in order to aid their holistic growth. Made progress reports of each individual child which helped parents know how their child was doing. These also helped guide on how best to help each child after knowing areas of strength and those that were still developing.
• Special needs education. Worked hand in hand with therapist and co-teacher to structure slightly different lesson plans for 3 children depending on their pace and to ensure ability to grasp concepts that others were learning for that sphere of time. It was fulfilling to see them participate fully.

• Company Overview: This Organisation raises awareness and advocates for rights of children in Uganda.
• This particular research was done in conjunction with UNICEF.
• Task entailed interviewing various NGO's working with children, including CDC's using 2 questionnaires: one on activities done and another on advocacy.
• This was done to establish how effective their activities are concerning children's rights to health, education, protection and child participation.
• Facilitated successful completion of research by diligently meeting deadlines. Ability to maintain data well and analyse it effectively to help with resolutions.
• Fostered collaborative environments by effectively communicating with team members on various teams that were sent into different fields.

Organisation Overview: This teenage pregnancy centre rescues many 13-18 year old girls, who are defiled/ raped or get pregnant and are chased away from home or have nowhere to go. They are looked after until after delivery, then they return to their families.

• Duties included enhancing positive psychological outlooks towards life, amongst girls. Dealt with ongoing counselling of old girls to monitor progress of healing and transformation.
• Conducted individual therapy sessions for some of those girls that were dealing with anxiety, trauma and depression related health issues.
• Collaborated with school nurse and wider multidisciplinary team that looks after those girls to ensure all round wellness for them.
• Conducted assessments for each new girl from various backgrounds to identify psychological issues and then collaborated with resident counsellors to see how best to tailor interventions and treatment plans for each girl.