Karen Bradford


This 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 interests.


Final Year Student, BA Honours in History and Education Studies, The College of St Mark and St John, Plymouth


Dissertation: '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'.

I 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.

Finally, 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.

Education Studies

I 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.

The 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.

Transferable skills acquired from this course:

The 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 systematic way

Understand and analyse issues, events and people

Familiarity with methods of research


Expertise in writing clearly, concisely and to tight deadlines

Critical and analytical ability

The capacity for argument, debate and speculation

Clear expression, both written and oral.



Dartington Primary School, Devon; Learning Support Assistant

My 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 learning difficulties.

National Trust at Buckland Abbey, Devon

Voluntary 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.

The Tavistock Picture Framing Company, Devon.

My 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.



Effective communication skills at all levels gained through work experience and supported through study on Education Studies module.

Prioritising workload, supervising and training within a team, handling telephone enquiries and customer complaints, record keeping and stock control at the picture framers.

Equally capable and enjoy working independently or within a team.

Computer skills: good working knowledge of Microsoft Office applications.


REFERENCES: on application.