About Amanda
More than 25 years in science education.
I’m Amanda D’Souza. I have been teaching science for more than 25 years, and my career has taken me through Canada, Japan, Australia, England, Egypt, Barbados, Qatar and Vietnam.
Experience
Curriculum and leadership experience
Over the years I have taught IB Diploma Biology, Chemistry and Environmental Systems and Societies; IB MYP Science; the International Middle Years Curriculum; GCSE and IGCSE Biology and Chemistry, including Combined and Coordinated Science; AS and A-Level Biology; and Ontario secondary science.
I have also led science departments in Vietnam and Barbados and worked in curriculum development, assessment and teacher mentoring.
IB Biology assessment experience
Since 2013, I have worked as an IB Biology Assistant Examiner, with experience assessing HL Paper 2 and Internal Assessments against IB criteria. That work has given me a close understanding of how IB assessment criteria are applied and, importantly, of the difference between knowing the science and communicating that knowledge effectively under assessment conditions.
See current subjects and programmesQualifications
Biology, education and professional certification.
Academic qualifications
My academic background is in Biology.
- Bachelor of Science in Biology — University of Western Ontario, London, Ontario (2000)
- Graduate Diploma in Education — University of Wollongong, New South Wales, Australia (2002)
Professional credentials
- Ontario Certified Teacher (OCT #496538), with Intermediate and Senior qualifications in Biology and Chemistry
- Qualified Teacher Status in England
- Guidance and Career Education Additional Qualification Parts 1 and 2
International education
I spent about 20 years living and working internationally, teaching students from many backgrounds and working within different school systems. That has given me a broad view of education and shown me something practical: a student can move from one school or curriculum to another and suddenly appear to have “gaps” simply because the sequence, terminology or expectations have changed. I understand how important it is to find those gaps without turning them into a judgement about the student’s ability.
The relationship is still personal
Experience and qualifications matter, but so does the relationship between a student and the person supporting their learning.
I take time to understand each learner: how they approach problems, where their confidence is strongest, what they find challenging and what helps them make progress. Students should feel comfortable asking questions, acknowledging uncertainty and expressing their ideas without fear of judgement.
My approach is responsive and collaborative. I use questions, discussion, carefully chosen activities and constructive feedback to help students move forward while maintaining high expectations.
The next step
Let’s talk about the next step.
Tell me what the student is studying, what they would like to achieve and where things are getting difficult. Start with a conversation, then decide whether Auxesis feels like the right fit.