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    The British School Warsaw has been running the International Baccalaureate Diploma Programme since 2001. It is the best course to follow for entry to the best universities, worldwide.

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Christopher Kinlan

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Special Educational Needs Teacher & Head of Year 7

After spending more than ten years working as a professional dancer onboard various international cruise ships, I returned to England ready to start a new career as a teacher. I had always seen a career in education in my future, but I also wanted to travel the world and can now share my experiences with the younger generation.

I studied to be a teacher in London at Roehampton University. Upon completion of my teacher training, I undertook a teaching position at Bradstow School in my hometown of Broadstairs, Kent, working with young people with severe intellectual disabilities and associated emotional/ behavioural challenges, who are on the autistic spectrum continuum.

After I learned of The British School of Warsaw’s  excellent reputation, I could not refuse the opportunity to join the school.

I have been fortunate to have an article published in the Geographical Association’s journal, ‘Primary Geography’. The article discusses my own personal approach to, and experiences of, teaching Geography to pupils with severe Special Educational Needs and Disabilities (SEND), responding to Ofsted’s call for an increase in fieldwork opportunities to allow students to work outside.

In my spare time, I lead a very active lifestyle and have recently become a Crossfit Level 1 Trainer. I am excited to learn Polish and have a huge passion for travel as I love to experience new places and their unique cultures.

In my opinion, the highest quality learning finds the perfect balance between making excellent academic progress and excellent social/emotional progress. I fully believe in a holistic approach to learning, ensuring every aspect of a young person’s development is enhanced. Our young people need to not only be enthused by what they are studying but they also need to learn to exercise responsibility for their own learning. Through self-reflection and being assisted to establish realistic and attainable yet challenging goals, their love of learning will not only be nurtured but it will also ensure they are resilient to failure and become independent and happy young people.