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.

• 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).

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

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

• Qualified to teach English as a Foreign Language — Greek Ministry of Education (Ref. 72491/D3/302, 2007).

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

Research & Publications

My doctoral research focused on the synthesis, characterisation, and catalytic applications of metal phosphonate-modified silicas. All publications are listed on my ResearchGate profile.

• Jurado-Gonzalez M., Sullivan A., Wilson J. (2003). Allylic and Benzylic Oxidation Using Cobalt(II) Alkyl Phosphonate Modified Silica. Tetrahedron Letters. (62 citations)

• Jurado-Gonzalez M., Ou D.L., Ormsby B., Wilson J. (2001). A New Solid Acid Catalyst: The First Phosphonate and Phosphonic Acid Functionalised Microporous Polysilsesquioxanes. Chemical Communications. (29 citations)

• Jurado-Gonzalez M., Ou D.L., Sullivan A., Wilson J. (2002). Synthesis, Characterisation and Catalytic Activity of Porous Vanadyl Phosphonate-Modified Silicas. Journal of Materials Chemistry. (22 citations)

• Jurado-Gonzalez M., Sullivan A., Wilson J. (2004). Selective Oxidations of Allylic Alcohols Using Vanadyl and Cobalt(II) Alkyl Phosphonates Modified Silicas. Tetrahedron Letters. (16 citations)

→ View full profile on ResearchGate

Teaching Experience

Science (secondary level)

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

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

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

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

Language & curriculum (post-secondary level)

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

• 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

• 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.

• Ongoing engagement with current British curricula — Systematic study of the specifications currently in use: Edexcel International GCSE Physics (4PH1) and Chemistry (4CH1), Edexcel International A Level Physics and Chemistry, Cambridge IGCSE Physics (0625) and Chemistry (0620), Cambridge International AS and A Level Physics and Chemistry. Analysis includes recent official examination papers, assessment criteria, required practicals and connections with the preceding Key Stage 3 curriculum.

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. In progress. 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.

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, 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?

In the enrichment programme, 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. In the enrichment programme, 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

Published Educational Materials

I have authored and self-published nine conversation guides for Trinity College ESOL examinations (GESE levels 4–11 and ISE), all with registered ISBNs. These materials are used independently by teachers and students preparing for international English examinations.

→ Available on Lulu.com