Tiui Elisara

Background

About Tiui Elisara

I am a passionate educator with training in Physical Education and Health from New Zealand. I also have Arts training in Visual Communication and gained well earnt professionalism collaborating with the world renowned theatre company Mau as a fitness trainer for dancers. As the designated safeguard lead at The Perse School (Singapore) I led staff safety procedures for staff and pupils learning. This entailed staff expectations and our safety approach during the Covid online schooling. I modified our behaviour policies to best match high expectations online and the transition into school. I developed the 400-year-old tradition of Persean House systems and values into the Singapore context by creating excel input systems for teachers and many activities for pupils to promote positive engagement in the school environment. I developed the PSHE (Personal, Health, Social and Economic) curriculum and resources for our staff and teachers to further emphasize our school values in action in real world situatedness. I received my Bachelor of Physical Education at the University of Auckland in partnership with the Epsom Teachers college where specialized pedagogies have shaped me into a world class leader in movement, physical education, and health. I have taught PE in primary though the Cambridge curriculum and nurtured the love of movement guided by our school values. My aim is for pupils to build their confidence and give their best while supporting others in a community of learning. I have also taught PE through the Australian and New Zealand curriculum during my teaching to equip me in a range of stimulus towards enquiry through the body. I studied Visual Communication at Unitec New Zealand and have a deep love of art to balance my passion of Physical Education. As the Art Lead, I have completed 3 successful Art festivals at my present school and activated spaces where artists, musicians, parents and budding art teachers from NIE can collaborate and celebrate. I have modified schemes of work for all years to best align with the Cambridge curriculum and to equip and inspire pupils to express themselves. My role of managing the vision of senior leadership with my art peers underlines this process of clarity and purpose in the art department. The passion I have as an educator arises from working alongside peers with a variety of qualities that I can collaborate, share and learn from. Together, as a team, I believe we can transform spaces to be safe and inspiring for children and I look forward to offering my expertise alongside you all.