CV has been designed with a focus on academic interests, some of which
may be reflected in the essay which it is linked to.
Thus information has been selected to reflect current interests
rather than to provide a complete history.
However within the boundaries of history, education studies and
conservation the scope of interest is not limited to those stated here.
For example, although the details of my history course indicate a
keen preference for cultural history, the choice of modules forthcoming
in the third year relate to Europe in the twentieth century.
I hope to find employment in the future which will extend these
Year Student, BA Honours in History and Education Studies, The College
of St Mark and St John, Plymouth
'Art Theory and Practice in Renaissance Italy' and I am looking forward
to a college trip to France and Italy in September 2002 to observe
remaining evidence of Renaissance culture. The research concerns whether
the artistic developments of the 15th century were primarily due to
intellectual developments of artists or from external influences. An understanding of this period and historical
interpretations were acquired in my foundation year during the module,
'Renaissance to Revolution'.
have also researched 15th and 16th century European popular culture
(through festivals and carnivals) in the module, 'Renaissance and
Reformation'; as well as the proposed divide between the cultures of
'court' and 'country' during the 17th century.
the assignments undertaken in modules related to 'Social and Cultural
Change in England' (1815-65 and 1865-1914) allowed study of education
and also study of the architecture in relation to the values of
Victorian society; an opportunity to develop further my understanding of
educational debate and also my knowledge of cultural history.
have particularly enjoyed the module, 'Contemporary Philosophy of
Education'. The course has
developed my ability to argue logically and deal with complex concepts.
Furthermore, the syllabus included study concerned with the
theory and practice of philosophy for children.
This related to my experience as a Learning Support Assistant
working with seven and eight year olds.
In addition there was the opportunity to relate this experience
directly to an assignment titled 'Consider the Role of Group Work in an
Educational Programme' for the module 'Group Work, Power and Conflict'. Relating practical experience to my degree has enriched both
my studying and my work.
modules 'Education Ideas and Values' and 'Learning and Teaching' have
improved my ability to analyse and evaluate practice.
'Psychology of Individuals and Groups' and 'Developing
Interpersonal and Communication Skills' have crystallised my thoughts on
practice gained through experience of working in a team environment.
I am looking forward to studying 'Education in its Historical
Context' in my final year.
skills acquired from this course:
ability to work alone and on my own initiative; challenge established
views; condense ideas, facts and arguments; manage large and diverse
quantities of information; accumulate, select, organise, synthesise and
interpret a wide range of material and organise such information in a
and analyse issues, events and people
with methods of research
in writing clearly, concisely and to tight deadlines
and analytical ability
capacity for argument, debate and speculation
expression, both written and oral.
Primary School, Devon; Learning Support Assistant
principal duties include stimulating learning in a small group situation
and on a one to one basis, particularly with numeracy and literacy.
In addition I create educational aids such as wall displays and
prepare materials for use in the classroom.
The school's inclusion project has also led to experience along
with initial and ongoing training related to children with severe
Trust at Buckland Abbey, Devon
position to gain an insight of the aspects involved in the role of a
House Steward which complemented my study of the reign of Elizabeth I
during Access to Higher Education course.
Furthered my interest in conservation that began during
employment at the framers. With
the objective of monitoring exhibits for signs of deterioration in their
condition, I modified a suggested condition report sheet and undertook
careful studies of exhibits. In
the role of Room Steward one of the most rewarding aspects was to
enhance the enjoyment of the visitors to the Abbey.
Tavistock Picture Framing Company, Devon.
role was to advise customers as part of a bespoke framing service.
In addition to the aesthetics, I gained expertise in the methods
and materials necessary for framing artwork on paper, canvas or
needlework to a 'conservation standard'. I attained the Fine Art Trade Guild's Guild Commended Framer
Certificate in September 1997.
communication skills at all levels gained through work experience and
supported through study on Education Studies module.
workload, supervising and training within a team, handling telephone
enquiries and customer complaints, record keeping and stock control at
the picture framers.
capable and enjoy working independently or within a team.
skills: good working knowledge of Microsoft Office applications.