Science Educator

Qualifications

• PhD in Chemistry — Queen Mary University of London (2000–2004).  Awarded Brewin Research Prize for Outstanding Academic Achievement. Supervised by Professor Alice Sullivan. My doctoral research focused on the synthesis and catalytic applications of metal phosphonate-modified silicas. Four articles published in peer-reviewed journals. → Full research profile: Research

• Qualified Teacher Status (QTS) — Physics & Chemistry. Reference: RP 05/30184. Awarded June 2005.

• CAP (Certificado de Aptitud Pedagógica) — Física y Química, Spain (1998–1999).

• BSc in Chemical Sciences — Universidad de Alcalá de Henares (1993–1998).

• Teacher of Spanish as a Foreign Language (DELE) — Greek Ministry of Education (Ref. 72290/D5/301, 2007).

• Teacher of English as a Foreign Language — Teaching Knowledge Test (TKT), Cambridge English Language Assessment, University of Cambridge (May 2014). Modules 1–4: Language and Background to Language Learning and Teaching; Lesson Planning and Use of Resources; Managing the Teaching and Learning Process; Knowledge of English. (Overall band: 4/4)

• Aptis Advanced — C1 Global, C2 Speaking (British Council, 2019)

Teaching Experience

Science (secondary and higher education)

• Chemistry and Science Teacher — British International School, Andalusia, Spain (September 2026–present)

• Laboratory Demonstrator, Inorganic Chemistry — Queen Mary University of London, UK (2000–2003)

• Science Teacher — Centro de Estudios Puerta de Madrid, Alcalá de Henares, Spain (1999–2000)

• Science Teacher — Grupo Colón-IECM, Torrejón de Ardoz, Spain (1998–1999)

• Science Teacher (Maternity Cover) — Comunidad Adoratrices Guadalajara, Spain (2008)

Language & curriculum (secondary and adult education)

• English Language Teacher, Curriculum Designer & Academic Coordinator — Academia Cervantes, Guadalajara, Spain (2008–2026)

• Spanish Language Teacher — Escuelas Kapatou, Athens, Greece (2005–2007)

STEM Education & Hands-on Science Projects

Alongside my language teaching work, I have consistently integrated science, technology, and engineering into my classroom practice. As part of my role designing summer and intensive programmes at Academia Cervantes, I have led hands-on STEM projects with secondary-age students including: constructing step counters and presence detectors using Micro:bit, water filtration systems, solar oven construction and thermal experiments, natural fabric dyeing using plant-based pigments, educational robotics using Ozobots and Beebots, cryptography and secret code design, and escape room design integrating problem-solving and teamwork.

These projects were designed for students aged 8–16 and delivered entirely in English, combining scientific inquiry, project-based learning, and 21st century skills.

Continuing Professional Development

My training did not stop with the doctorate or with QTS. Demanding teaching requires constant updating, particularly at a moment like the present, when the integration of AI, changes in assessment and attention to diversity are redefining what it means to teach well.

STEM teaching and subject expertise

• How and Why Soap Works — Royal Society of Chemistry, June 2026. Webinar on the chemistry of surfactants and their applications, exploring molecular structure, hydrophilic and hydrophobic interactions, and real-world connections to everyday cleaning products.

• Strengthening Understanding of Post-16 Structure and Bonding — Royal Society of Chemistry, May 2026. Teacher professional development event. Focused on common student misconceptions in chemical bonding (electron transfer vs electrostatic attraction, bonding as binary vs continuum), the use of electronegativity and bonding continua to support clearer reasoning about polar covalent bonds and dipoles, and the application of VSEPR theory and post-16 bonding models including their limitations. Delivered by Dorothy Warren, RSC Education.

• STEM Teaching: Teaching Science Beyond the Boundaries — FutureLearn (University of York), May 2026. In progress. A course on interdisciplinary science teaching at secondary level, exploring how to design lessons that cross traditional subject boundaries, using real-world applications such as medical diagnosis (prenatal ultrasound) as integrative case studies.

• GCSE Science Network: Supporting Lower Attainers — Pearson Edexcel, June 2026. CPD Certified (1 hour). Live online training for teachers delivering Edexcel GCSE science qualifications. Focused on strategies to support lower-attaining students in Combined Science, Chemistry, Physics and Biology, including collaborative approaches to developing scientific skills and knowledge.

• A Practical Approach to Project-Based Learning (PBL) — Trinity College London / Excellence in Education (2022).

• Ongoing engagement with current British curricula — Study includes analysis of recent official examination papers, mark schemes, assessment criteria, the sixteen Core Practicals, and connections with the preceding Key Stage 3 curriculum.

  • • Cambridge Lower Secondary Science (Stage 9, code 0893): preparation for Cambridge Checkpoint examinations: Year 9

    • Edexcel International GCSE Chemistry (4CH1) and Coordinated Science (4SD0): Years 10 and 11

    • Edexcel International Advanced Subsidiary Chemistry (WCH11, WCH12, WCH13): Year 12

    • Edexcel International A2 Chemistry (WCH14, WCH15, WCH16): Year 13

Safeguarding and pupil welfare

• Introductory Safeguarding (Level 1) in Education — Prospero Learning, May 2026. CPD Certified. Training aligned with Keeping Children Safe in Education (KCSiE 2025).

• Domestic Abuse and Violence Awareness — Prospero Learning. May 2026. Identification of signs of domestic abuse in minors and referral protocols.

• Preventing Radicalisation: Prevent Duty Training — Prospero Learning, May 2026. The statutory Prevent Duty within the UK education system.

Inclusive teaching and classroom practice

• Introduction to Behaviour Management — Prospero Learning, May 2026. Positive classroom management and behavioural regulation strategies.

• Applying the SEND Code of Practice to Teaching and Learning — Prospero Learning, May 2026. British framework for supporting students with Special Educational Needs and Disabilities.

• An Introduction to AI for Educators — Prospero Learning, May 2026. Best practices for implementation and the connection between feedback and metacognition to promote deeper, independent learning.

• Google Workspace for Education Fundamentals — Google, June 2026. Practical training in the use of Google tools for education, including Classroom, Drive, Docs, Slides and Meet in a school environment.

Language proficiency

• Aptis Advanced — British Council. Scheduled July 2026.

Academic leadership

• Approaches to Leading Multi-Generational Teams — Prospero Learning, May 2026. Leadership of teams with generational diversity, relevant to academic department coordination.

My Approach to Science Education

Every lesson begins with a person, not a syllabus point. I want my students to feel seen before they feel taught.

The lesson opens with a question that belongs to the world they already live in: why does Coca-Cola lose its fizz when you open it? Why do medicines have an expiry date? Why does fruit ripen faster next to other fruit? These questions connect directly to the curriculum, but it is rarely made explicit how. That connection is what I make explicit, in every lesson.

From there, direct instruction, diagrams on the board, reasoning out loud. Then, I hand it over. At least once in every lesson, someone other than me is doing the thinking out loud: pair discussions, peer explanation, simultaneous quizzes, short debates. The lesson closes with the same rigour it opened with: what did we learn, and how does it connect to everything we have seen before?

Beyond the core curriculum, we create. Natural cleaners labelled with their chemistry, simple cosmetics, candles, a sweet factory exploring crystallisation and food chemistry. Every product has a label, every label has a chemical explanation, and every explanation connects back to the syllabus. Students take their products home and begin to understand what it means to create something of value from scientific knowledge.

In the classroom, we build the scaffolding. Beyond it, we use it to build something real.

Every formula has a story. My job is to tell it.

Science Resources & Further Reading

A curated selection of resources I follow and recommend for science educators and curious learners.

Journals & Publications

• Chemistry World (Royal Society of Chemistry) — news and analysis for the global chemistry community

• The Conversation — accessible science writing by researchers for general audiences

For the Classroom

• RSC Education — teaching resources, practical guides and CPD for chemistry teachers

• PhET Interactive Simulations (University of Colorado) — free science and maths simulations

• Compound Interest — visual guides to everyday chemistry

Podcasts & Media

• Chemistry in its Element (RSC) — the periodic table explored

• The Naked Scientists (University of Cambridge) — weekly science news and interviews