Secondary Initial Teacher Education alumni profiles

Becky Denyer 

Secondary PGCE English 

Becky studied English literature at undergraduate level and had the opportunity to mentor secondary students, as well as teach in China for three months. She knew the balance of university and placement on the PGCE course would suit her and is keen to use the credits from the course towards a masters degree. Becky has moved to London to start her new teaching job. 

Becky says: 

Choosing the University of Nottingham

I was drawn to the University of Nottingham since they prioritised the wellbeing of trainee teachers and seemed keen to train teachers for a life-long career in teaching. 

Tutor and mentor support

I had an exceptional university tutor and school-based mentor. During the pandemic I had a weekly meeting with my university tutor, and he made it clear throughout the year that he was only ever an email or phone call away.

My TP2 (second placement) mentor was incredibly supportive, offering me constructive feedback for my lessons, but also supporting me through the process of applying for jobs and navigating the challenges of my trainee year.   

School placements

A typical day in my second placement would start with a cuppa and morning briefing, before preparing to teach one or two lessons before morning break. I was assigned to a tutor group and co-tutored with an NQT. This was a great opportunity to ask questions about what life after the PGCE would be like. During lunch our department would all sit for a de-brief of the day so far and they were incredibly supportive and nurturing of me as a trainee teacher.

I would typically teach three or four lessons per day but also had a five-period day. This was a chance to build up some stamina for my NQT year and to understand how to manage resources and organise myself for a full teaching day. 

Best part of course

Without a doubt the best part of my course has been the relationships I have built with students, staff and my PGCE cohort. Also, at TP2 as I took ownership and responsibility for whole classes they truly began to feel like my classes. I will always remember the students I have taught in this formative year.

Musarrat Yasmin 

Secondary PGCE English 

As a strong believer in social justice, Musarrat undertook a career in law and qualified as a solicitor. Her desire to teach grew from the insight her job gave into challenges faced by families and the impact on children. She chose the PGCE course because it is university-led, with placements in contrasting schools. Musarrat has secured a job in a multicultural catchment area with different challenging needs.

Musarrat says:

Becoming a teacher

Prior to undertaking the PGCE, I worked with an independant school of national and international students. My main motivation to become a teacher was social justice and the sincere belief that education is key to offering all young people life chances. I wanted to offer pupils not only my subject knowledge but inspire them to achieve their ambitions and goals in life.  

University-based academic session

These were extremely insightful and offer open discussion on key areas that require consideration. The cohort and tutors offer shared experiences which furthered my personal development and understanding of meeting key Teaching Standards.

Tutor and mentor support

The tutors and mentors offer tremendous support throughout the course. I was well informed throughout and support was always on hand when I needed further support or information. It is always important to reflect on constructive feedback and act upon it to improve.  

Advice for anyone thinking of studying a teacher training course

Put yourself into it completely and in an honest and open way - remain positive and take anything challenging as an opportunity to become a more experienced practitioner.

Thomas Kendall

Secondary PGCE English 

Following the completion of his media production degree, Thomas went travelling and worked with young people in rural communities in India, in a summer camp in the USA and as an English teacher in China. He enjoyed the experiences so much he applied for teacher training on his return. Thomas' degree has proved useful as he has secured a job teaching both English and media studies.

Thomas says: 

University-based academic sessions

I found the university-based days incredibly beneficial to my ongoing development as a teacher. The course managed to contain a nice mixture of education-wide topics, as seen in the Big Questions series of lectures, as well as English specific sessions and seminars, which served to improve my understanding, ability and confidence to teach English.

School mentor support

Both of my school mentors did a fantastic job of making me truly feel part of the English teams. I never felt as though it was the English department and me, but instead that I was fully included as a valued member. The main way they supported me though was their constructive feedback critiques of my lessons. If there were issues or behaviours in my practice which needed approaching in a different way, they were always honest with me about it. I enjoyed these in-depth discussions of what does and doesn't work as a teacher. It was as it is only through this that I was able to improve my abilities and become a better teacher.

Advice for anyone thinking of studying a teacher training course

My one piece of advice would be to go for it, but be confident in your decision. Teaching is such a social job and one where you will constantly be thrown curve balls and challenges multiple times every day. Be ready for that challenge but don't let it scare you, because honestly, teaching is the best and most exciting job in the world.

Ciara Daly

Secondary PGCE Geography

Having graduated with a first class BA Geography degree, Covid-19 put Ciara's travel plans on hold and after working for a year in student accommodation, she applied for the PGCE course. Whilst she plans to go into teaching in the future, she is first taking the backpacking trip around South-East Asia that she always planned to do.

Ciara says: 

Becoming a teacher

I always flitted between desired careers, however I always came back to teaching in the end. I've always enjoyed education and helping others. As the eldest of four, I often helped tutor my younger siblings and found it very rewarding and volunteering opportunities to tutor others confirmed this passion. I also have a family full of teachers, so I understood the challenges this career can bring, but also the immense rewards it can offer too.

Choosing the University of Nottingham

The course offered by the University of Nottingham initially stuck out to me due to the description on the course website. It sounded well structured and highly admired throughout the teaching profession. Meeting Mal Kerr during my virtual interview, and hearing his enthusiasm for geography and the profession of teaching, is what ultimately sold Nottingham to me, and I couldn’t have hoped for a more supportive university tutor.

The Nottingham PGCE course also places a big emphasis on mental health and well-being, which I believe is of up-most importance, especially during such an intense course. This made me feel like I would be well supported throughout my time here, and this has since been proven right.

University-based academic sessions

These offered an opportunity to delve into the theoretical foundations of teaching and teaching geography. We heard from a variety of speakers who were all experts in their field. Due to the small class sizes, talks held by outside experts acted more as a chance for discussion, in which we could all bounce off of each other to hear our ideas and offer support and guidance.

The Schools and Society module also allowed us to start to explore the kind of teacher we wanted to become, and the impact teachers have on their students lives. Discussing these ideas with students from different subjects was very insightful and helped to create a community of teachers with different specialisms, all heading for the same goal.

As well as this, and arguably more importantly, these university-based days offered a much welcome break from school placements and a chance to catch-up with course mates and tutors. They helped to ease us into life as a teacher so that we weren’t thrown into the deep-end and provided an opportunity to discuss anything we were struggling with, professionally or personally. 

Tutor and mentor support

Both the university tutors and school-based mentors are an invaluable resource, which you should use to support yourself as much as possible. Mal was always available for academic, professional or personal support. He would regularly check in on us as a group and individually to see how we were finding the course, how placement was going, and reminding us of all of the support on offer. His weekly Tuesday ‘pings’ kept us up to date with reminders of academic deadlines, and our weekly virtual ‘dog and duck’ Team’s catch-up offered us a chance to vent about our school week in a safe, supportive environment.

School mentors provided a basis of support whilst at our placement schools. They regularly check-in on professional and mental wellbeing, and can provide tailored support with any tricky classes. My tutor welcomed me into the school’s humanities department, giving me a tour around the school and introducing me to members of staff. This allowed me to smoothly slide into life as a teacher, knowing I had the support of the whole department behind me.

School placements

A typical day on placement for me would start with a morning catch-up with colleagues before attending any staff briefings. I would then take my form class for 30 minutes, teaching anything from extra maths tuition to PSHCE, current affairs or Monday notices. Period one would begin and I would attend each of my assigned classes throughout the day, either teaching, observing or working during my free-periods. Breaks and lunch times were spent either on duty in the playground or with my department. At the end of the day, I was able to attend any after school meetings or departmental meetings and could have an active role within them, with staff wanting to hear my thoughts and feelings. There is also the opportunity to get involved with extracurricular activities, for example during my first placement I would assist running a Year 7 after school geography club, and in my second placement I regularly helped out with the Year 11 GCSE geography revision classes. This was great for getting to know the pupils outside of a classroom setting, and I would recommend trying to get involved in the wider school community if possible. 

Best part of the course

The best part of my course was getting to build relationships with the staff and pupils at my placement schools, especially my second placement school as this is where you spend the most time. I love getting to know new people, and getting to know individual pupil's personalities and learning styles was really interesting and helped me to feel a part of the school community. Pupils would come speak to me outside of lessons to see how I was, or tell me about something exciting in their lives, or ask me what we were doing next lesson. I was genuinely so sad to leave my second placement school, as you teach the same pupils for five months, so by the time you leave you have had the opportunity to make a genuine difference in their lives. Building these strong relationships really helped to solidify why I want to go into teaching.

Advice for anyone thinking of studying a teacher training course

Get to know your course mates! They are the only people who are actually experiencing the same highs and lows as you are right now, and having them to support you through the course will make it a lot easier and more fun. Our course got on very well and we would regularly meet after school/university to talk about our experiences in school, this helped me to realise that often if you are struggling with something in school or have had a bad day, chances are someone else on the course has had the same issues. This not only provides you with a lifeline for anything you’re struggling with professional or academically, they can also become your greatest friends, which is very helpful when you’re trying to settle into a new city and career as things can get quite overwhelming!

Amy Wood

Secondary PGCE Geography 

Amy travelled prior to her starting her undergraduate degree. She worked part-time teaching dance and drama to children with additional needs whilst at university, then took another year out to travel and worked as a nanny in Guatemala. She then started working in sales, but missed working with children and applied for the PGCE course because the balance of teaching practice and university days suited her. Amy is now enjoying the diversity of teaching in Leicester.

Amy says:

Becoming a teacher

I am passionate about bettering the lives of young people and improving life chances for all. I l love my subject and believe geography opens doors as it teaches you to be a critical thinker. The transferable skills are so important and carry you through life. 

Choosing the University of Nottingham

It has a good course reputation, was close to home (living at home) and had a small cohort size. The staff were welcoming and friendly on interview day. 

University-based academic sessions

These provided an excellent place to share ideas and collaborate with peers. The set up at the University makes it feel like a family. They have really strong support systems and tangible strategies you can take to school the next day, as well as exciting sessions from outside providers such as Royal Meteorological Society and teachers from local schools coming in to discuss key points such as behaviour management/data. Lectures were informative and planned around “big questions” which accompanied the closer knit lessons in subject cohorts. 

Tutor and mentor support

My university tutor, Mal, was invaluable from an academic and pastoral perspective. I never felt alone and even in the most challenging times, I knew I always had someone to go to for help.

School-based mentors were there every day as a first point of contact with any problems and were great at offering a positive space to reflect in mentor sessions. These really helped me to grow as a teacher and discover my teacher identity.

One piece of advice for anyone thinking of studying a PGCE or PGCE schools direct course? 

Get on twitter, there's a #edutwitter community out there ready to welcome you with open arms! If you are a #geographyteacher, there’s lots of inspirational geographers out there to help you. It’s good to see the bigger picture and build connections with teachers at various stages of their career. You are not alone! Not to mention the free CPD and resources shared from organisations such as the @ECGeogNetwork @RGS_IBGschools and @The_GA

Claire Holland

Secondary PGCE Geography

Claire not only completed her PGCE with us, but is now an in-school mentor for our trainees. At first she found it strange to be on the other side of the process but by continuing to be involved with the PGCE course it has allowed her to remain reflective on my her own practice. She has also been involved in the Geography Subject Advisory Group (SAG) which aims to refine the PGCE course and build up the geography community within the East Midlands area.

Looking back on the course, Claire says:

Fieldwork

One highlight of the course were the fieldwork sessions in Lea Green. One of the reasons I chose to do a PGCE route into teaching was the inclusion of dedicated fieldwork planning. I felt this was such an important factor in my training year and to gain hands on experience in this area by planning and running session for school students was invaluable.

The fieldwork we undertook came in handy in 2019 when I led our school’s first KS3/4 trip to China! Two other teachers and I travelled with 29 students to visit our sister school and strengthen links between the two, taking in the sights of Shanghai and Ningbo. Whilst it was not a geography field trip, having had the chance to plan a smaller scale field trip during my PGCE year helped me understand the logistics and planning needed to organise a school trip. 

School placements

My two school placements were at quite big secondary schools and although I enjoyed both placements, it helped me decide that I wanted to work in a smaller secondary school where I could really get to know all the students throughout the school. This allowed me to focus my job search when it came to applying for a full time job later on in my PGCE year. Additionally, the way the course built up my teaching hours enabled me to become confident that I could cope with a full NQT teaching timetable when I started my job.

Career development

I am looking to start a NPQML course to tackle my next challenge!

Alex Booth

Secondary PGCE Geography

Alex takes the mentality that if you do not like being busy, then teaching is not for you! After the PGCE course, he completed an MA Education and is involved in the Geographical Association and Geography Subject Advisory Group. He had a fantastic time on the PGCE saying there were stressful moments, but these were far outnumbered by the positive experiences and breakthrough moments in the classroom. 

Looking back on the course, Alex says:

University-based academic sessions

The university days offer a much welcome opportunity to take a step back from the hustle and bustle of school life. With so much to take in and process, university-based days help to consolidate your own understanding of what and why happenings in the classroom took place, and share in a few good stories in the process.

The assessments, rather than acting as a ‘time vacuum’, genuinely foster a greater understanding towards your own teaching. They really support your teaching; you can see the benefits in the classroom. Particularly, I remember the ‘Fantastic Geographies’ assignment as a watershed moment. Designing a scheme of work from the ground up, on a topic of personal interest, really encouraged you think about reflect on your classroom teaching. Rather than just saying that ‘the scheme of work/exam specification/National Curriculum told me to teach this’, a PGCE, and its associated assessments helps you consider why choices on curriculum, pedagogy and assessment are made. 

School mentor and tutor support

When applying for my first teaching job, I found that my school mentor provided fantastic support. They were able to cast a critical eye over my letter of application, and even offered to observe my interview lesson to provide guidance prior to teaching it at the interview. When asked to think back on my lesson, and respond to associated interview questions, I found that the reflective focus of the PGCE course enabled me to better deal with this portion of the interview. I was better able to ground my responses within educational theory, which gave a greater sense of purpose to my responses. As for the university side, I remember my tutors telling us not to rush into a job. They were keen to stress that finding the right school involves a two-way fit; that the school has to fit the person, as much as the person the school. Their advice must have been sound, because I still have not left my first teaching position.  

Career development

Alongside the demands of teaching, I have taken a role in leading curriculum research for the school. Under this remit, I am aiming to promote an active teaching and learning community within the school, and most recently sourced and led an inset on Cognitive Load Theory (with a significant critical perspective). 

Outside of school, I have recently completed a masters degree in education and have, probably naively, started the PhD application process. Unsurprisingly, I enjoy writing and have been fortunate enough to be published in Teaching Geography on a couple of occasions, and am currently working on adapting my masters dissertation for publication. In order to promote geography as much as possible, I sit on the Midlands Geographical Association Committee, as well as being a member of the geography Subject Advisory Group; promoting intra-disciplinary cooperation and supporting the development of the PGCE programme.

Olivia Leport

Secondary PGCE History

Olivia studied history at Nottingham Trent University, before joining us at the University of Nottingham for her PGCE. She loves history and wants to pass on her passion for the subject and help young people discover their own passion. Olivia will start her teaching career at a school in London.

Olivia says:

Choosing the University of Nottingham

I chose the University of Nottingham PGCE course because it seemed like it would provide me with a high quality programme, and I was right. Meeting Vic Crooks in my online interview really solidified my choice, since it was made obvious how passionate the tutors were for history and teaching, and how supportive they were of trainees. 

University-based academic sessions

The university-based sessions were a really useful as they covered both broad and history-specific issues in education. These session were also a really good opportunity to catch up with others on the course so that we could share our experiences.

Tutor and mentor support

The university tutors were amazing! They were so supportive from the moment the course began and were always there if we needed anything. They made sure that you felt no question was a stupid question. They were always contactable and would regularly check in to make sure everything was okay. 

The school-based mentors were just as great. They made sure I always had the opportunity to raise any concerns or issues I had with my teaching, and were always on hand with advice and support. 

School placements 

At my second placement I was attached to a year 7 form every morning. As my placement progressed I slowly took over the form so I was leading it independently. I would then spend the day either teaching or observing a variety of year groups. Break and Lunch were spent with my department. This was nice as I was really made to feel welcome and part of the department.

At the end of the day I would attend any after school meetings or department meetings. I really did get the full experience of being a teacher, and was encouraged to have an active role in these meetings. Some evenings I would be involved in the extracurricular life of the school and helped to run an after-school revision session for year 11 in the run up to exams. This was so good for getting to know pupils I didn’t normally teach and helped me to really feel part of the school.

Best part of the course

The best part of my course was definitely the relationships I built with pupils, other staff and the rest of my cohort.

Advice for anyone thinking of studying a teacher training course

Have a sense of humour! You are working with teenagers and they can be so funny, especially once you build those relationships with them they can really remind you why you chose to be a teacher. And if you feel like you’ve had a bad day, remember that every day is different and tomorrow is a fresh start!

Connor Martin

Secondary PGCE History

Whilst studying a BA (Hons) History at the University of Lincoln, Connor learnt many skills and content topics relating to history that inspired him to pursue a teaching career. He has now secured a job teaching history and politics in the East Midlands. 

Connor says:

Becoming a teacher

I wanted to be a teacher to inspire, engage and teach the future generation. I want to encourage a passion of history in the next generation and provide them with the skills needed to look at the world in a critical manner, in order to gain a fully informed perspective of the past, present and future.

Choosing the University of Nottingham

I chose the University of Nottingham PGCE course because it seemed like a highly qualified, professional and theory-based engaged course. I was 100% correct. The course was incredibly professional and engaged with educational theory.

University-based academic sessions

The university-based academic sessions were highly focused on introducing the cohort to history teaching ideas, past and present, and encouraging a critical perspective on these in order to evolve towards fully-fledged and aware history teachers.

Tutor and mentor support

Both the tutors and school-based mentors helped across the entire year in many ways. My tutor acted as an initial point of call for any concerns, a bundle of praise and encouragement to build confidence and someone who would push me to develop further.

School-based mentors continued the fabulous work of the tutors and put this into practice in the classroom by providing feedback to lessons, demonstrating good practice through observations and engaging in weekly meetings to work on professional development, engage in literature and focus on the next targets to develop. 

School placements 

I would arrive at the school just before 8am. I would prep for the day, pop and say good morning to department staff, and be ready to lead the assigned tutor group at 8:30am. I’d then work through the lessons on my timetable that day, including being on duty at break or lunchtimes. The day would often end with a chat with a member of the department or mentor, and focused feedback on the lessons taught that day, and what the next steps could be. I also took part in parents' evening, engaging with pupils' work and communicating their progress to parents. 

Advice for anyone thinking of studying a teacher training course

My one piece of advice is to read up on the current literature and engage in what is going on. Education and teaching is a vast field with many turning cogs and many different things occurring across the country. I found that engaging with history teachers and literature lightly before joining the course really helped firm up why I wanted to be a teacher and aid with a smooth transition in the first few weeks of the course.

Annabel Plimmer

Secondary PGCE History 

As a child, Annabel knew that she wanted to become a history teacher. She feels really passionate about working with young people and fostering a love of history within them and believes in its importance in helping people understand where they have come from and the world they live in. She chose to study a PGCE because she wants to make a positive difference to people’s lives.

Annabel says:

Choosing the University of Nottingham

Nottingham was the clear choice for me. Having studied at the university during my undergraduate degree, I knew that Nottingham could provide me with a high quality and academically rigorous programme. I also knew that Nottingham would provide incredible support. 

School placements 

Placements are personally selected for you by your tutor to ensure the best possible match for your professional development needs. Despite some disruption caused by the Coronavirus pandemic, I never felt that I was missing out as the support from both departments and mentors was truly incredible - I really felt part of the team. It’s a learning curve, but one that has undoubtedly made me a better teacher. You don’t go straight in on a full timetable, so don’t worry! Make sure to observe other teachers, both inside and outside of your department, as much as you can. This really encourages you to reflect on your own strengths as a teacher, as well as areas for improvement and development.

University-based academic sessions

The university-based sessions provide a chance to consider a broad spectrum of educational and history specific educational issues. Moreover, I loved these sessions as it was a great opportunity to meet with peers in the history cohort; we were able to discuss our experiences, challenges and – most importantly – our successes! 

As part of the course, you are introduced to a community of practice who share your goal of ensuring the best possible education for students. Subject Interest Group seminars run throughout the year, providing opportunities to meet with beginning teachers, secondary mentors, and other history colleagues. This is great for sharing knowledge, advice, and best practice. Ample other opportunities to engage with the community are seamlessly woven into the course through workshops, university-based sessions, subject knowledge enhancement groups, blogs, and whole course lectures. You will actively learn from others just as others will learn from you.

Advice for anyone thinking of studying a teacher training course

Teaching is truly a community – join #edutwitter! No question is a stupid question, so always ask away. Get organised and stay that way for an easier life. Above all, remain focussed and determined to building relationships with your PGCE peers, university tutors, mentors, and with your students.

Jinal Patel 

Secondary PGCE History 

Jinal completed an MA History at the University of Nottingham before starting his teacher training. He felt the PGCE course offered him the best balance between university sessions and two contrasting school placements. Jinal secured a job in a school in the local area.

Jinal says:

Becoming a teacher

Being able to inspire and help young people discover their passion for history is something which has driven me to train as a history teacher. I think that being able to study history is incredibly important for young people for understanding and being able to be active citizens who contribute to society. Education is so important for young people and being able to provide young people from all backgrounds with the tools to help them open opportunities for themselves is incredibly rewarding. As well as that, there are few jobs or careers which give you the opportunity to keep “doing” the subject you love and continue to develop your understanding of history, it's a real perk of being in teaching. 

Choosing the University of Nottingham

Having completed my undergraduate and masters degrees at the University of Nottingham I was aware it was a university which provides their students with as much support as they need, both academically from experienced tutors in terms of student wellbeing, so I was keen to complete my PGCE here.  

I also liked the sound of the modules,  particularly the ‘Schools and Society’ module. It encouraged us, as beginning teachers, to consider the role of education and its importance in relation to wider society. Having the opportunity to complete a research project around schools and wider societal issues was something I was very interested in doing.

School placements 

My school placements provided me with an authentic experience of being a history teacher. As a student, it was not the case of being expected to teach a full-time timetable in the first weeks on placement. The amount of time spent teaching was gradually increased and towards the later stages of the second placement it meant we were teaching approximately two-thirds of a full-time timetable. Being able to observe lessons and teach allowed me to reflect on my practice and think about the parts of my practice I wanted to develop with the help of experienced teachers.  

Advice for anyone thinking of studying a teacher training course

Always remember why you want to teach, it will get you through the most difficult and stressful times. 

 Yasmin Khandakar-Uddin

Secondary PGCE Maths 

Whilst studying a mathematics degree at the University of Nottingham, Yasmin took part in the Nottingham Advantage Award. She volunteered to teach English as a second language to adult refugees, migrants, and asylum seekers, along with tutoring mathematics to disadvantaged pupils. It was these experiences, as well as some theatre school work she did before university, that made her consider teaching as a career as she realised she enjoyed working with children. Yasmin was lucky to be able to start a new teaching job as the PGCE ended so felt much more relaxed when starting the new school year in September as she'd had the chance to get to know the staff, understand the school policies and settle into the new department.

Yasmin says:

University-based academic sessions

The university sessions covered a range of topics and helped us investigate academic research and how to use this in practice. My favourite sessions were the schools and societies sessions, as they allowed us to look at the world of education and the current challenges facing school pupils, and what we could do as teachers to help combat this.

Mentor support

The tutor and mentors I had were very supportive; I had a great experience on both placements. They were always available for a chat and happy for me to bombard them with questions or ideas. After each lesson I taught, I was provided with written feedback from all teachers I had been working with. This feedback was always constructive and helped develop my practice.

School placements 

A typical day on placement usually started with an early wake up (all teachers unfortunately have to get up early!). I often had meetings before the school day started, followed by form time, which I usually led. I taught a variety of year groups throughout the day, but also had some free time to do lesson planning and research for my university coursework. There were many after-school activities throughout the term such as student clubs, parents’ evenings, and after-school meetings. It was an incredibly busy time, but there was never a dull moment.

Enrichment activities

On my second placement, I started helping with the KS3 maths club after school. This was fun and a great way to build positive relationships with students, as you get to know them better and watch them learn and discover maths outside of the normal classroom setting.

Best part of the course

The best part of the course were the people I met whilst training. You spend lots of time at university with other trainees and build a great support network. Everyone is in the same boat, trying to work out how to become a good teacher, and come together to share their ideas and experiences. You also get to meet people training in other subjects during the university sessions, and it is interesting to hear similarities and differences of teaching concepts in different subjects. 

Advice for anyone thinking of studying a teacher training course

I would say go for it!

Libby Parker

Secondary PGCE Maths 

Libby studied her undergraduate degree in mathematical sciences at the University of Nottingham. She believes that all pupils should have subject experts teaching them and wants to use her maths expertise to help pupils in less affluent areas. Libby secured a teaching job in Mansfield, North Nottinghamshire.

Libby says:

University-based academic sessions

The university-based sessions were an ideal mix of practical classroom techniques such as behaviour, technology, subject knowledge, planning and SEN. But also some sessions delved deeper into wider societal issues allowing discussion surrounding politics, history, gender roles and more. I felt like I was studying issues in education whilst training to be a teacher which I believe makes a more rounded individual in the long term. 

Mentor support

In school, I had scheduled weekly meetings with my mentor to discuss my progress. We talked about my strengths as a trainee and what needed to be worked on. It's also an opportunity to discuss stress, time management and general well being. The university provided discussion templates to make sure all of my needs were met whilst in school so the meetings ran smoothly. I met with university tutors every term to discuss overall progress during the year. University tutors also came to watch me teach to see how I was doing and cheer me on which was so encouraging and supportive. 

School placements 

During placement, I taught three or four lessons a day towards the end (this starts off less and builds over time). This gave me one or two periods a day to plan my lessons. During my placements I did a parents' evening and took part in after school clubs such as maths circles. This helped me as I have since done parents' evenings alone and I run my current school's STEM club. I also mixed with the staff during CPD sessions and after-school yoga. 

Enrichment activities 

I took part in a whole school open evening which was nice as I got to speak to upcoming year sevens and their parents, which helped me as I currently have a year seven form. 

Best part of the course

Meeting some amazing people, who despite being so apart in age and coming from vastly different backgrounds, had the same goals and values as me, therefore we all supported each other and now have friends for life. Also I met some truly amazing young people at my placement schools who taught me about their cultures and backgrounds.  

Advice for anyone thinking of studying a teacher training course

Not every lesson needs to be wildly different and exciting – good is good enough. By showing up and giving young people your time and knowledge you are helping and supporting them. Another tip would be that nothing is personal – teenagers go through a lot and whatever grief they give you, tomorrow they will have forgotten. Always start lessons with a clean slate. 

Eleanor McHarg

Secondary PGCE Maths 

During her BSc Mathematics at the University of Nottingham, Eleanor gained some experience of tutoring GCSE students online. She chose the PGCE course so she could network with maths teachers across multiple schools, and also compare placement schools when considering what kind of school she wanted to work in when qualified. Eleanor secured a job in her second placement school, with the advantage of starting in July and therefore gaining a little extra experience before the new academic year.

Eleanor says:

University-based academic sessions

On Fridays during the autumn term, we would all get together in university for academic sessions. I loved these as it gave us space to talk to each other about how the week in teaching had been. We would also learn what everyone else had taught and how they had gone about it. The academic sessions themselves were very useful as often in teaching you don’t get time to reflect on ways to improve your practise, including behaviour for learning and assessment for learning techniques. We often focused on how learning theories can improve our practise, and we would use a lot of interactive and fun activities to do this.

Tutor and mentor support

I really can’t sing the university tutors’ praises enough. They were incredibly supportive, right from the minute we set foot in university on our first day. We would hear from our tutors regularly throughout the weeks when we were in school. They were always  contactable if we had any issues or most importantly, if we wanted to share things we were proud of with regards to our teaching. 

The school-based mentors were just as great, and they work closely with the university tutors in order to best support you. The regular mentor meetings in school really helped me as it allowed me to raise any issues I had
or just discuss how the teaching had been going that week. My school-based mentor became a very good friend, and they are actually my colleague now, so it shows how important these relationships you build during the
course are.  

School placements 

A typical day on placement would be arrive and have a coffee (or a tea if you are so inclined). Then I would often teach a few lessons: one lesson would be with my mentor’s class, and the others would be with other members of the department. This gave me the opportunity to see how different teachers approach classroom methods, and I would get valuable feedback from each lesson I did. I would then have a free period or two, and a mentor meeting. In these meetings, my mentor and I would discuss how the week had gone, how particular lessons have gone, and how I was feeling.  These were really valuable as they gave me an opportunity to reflect on my teaching and how much I had learned in just a week. Then it would be home time. 

Advice for anyone thinking of studying a teacher training course

Don’t be afraid to ask questions, no matter what they are. I used to think that my questions were all silly and should be obvious to anyone training to teach, but my university tutor and school-based mentors encouraged me that this was not the case. I ended up learning heaps just from asking those “stupid” questions. 

Ozcan Inanli

Secondary PGCE Modern Languages 

Oz's Spanish and Mandarin Chinese degree involved a study abroad year in Spain which helped his language skills and confidence. His dissertation focussed on Latin America, while other modules allowed him to develop his Mandarin Chinese skills. He wants to be a teacher to make a difference and help unlock each pupil's potential. He has secured a job in the local area teaching modern foreign languages.

Oz says:

Becoming a teacher

Every child is unique and has a lot to bring the table and I want to ensure that they achieve their goals in a friendly and very supportive environment. It is so rewarding when children are engaged, happy and enjoy my lessons in a positive and stimulating environment. 

Choosing the University of Nottingham

The university is very reputable and highly recognised nationally and internationally. Also, the connections with China and Malaysia aided me with communicating and practising my Mandarin and gaining the full cultural benefits. When I looked at the course, I was very impressed by the structure, the content and above all, the well-organised and supportive interview process. 

Tutor and mentor support

My personal and academic tutor ensured I felt supported and was very positive in giving me praise for the progress that I made in such short time. Her feedback was constructive and well-balanced. Tutorials were very well structured and focussed with ample opportunity for me to express any concerns or worries, as well as having general conversations on where I am and my vision for the future. Receiving positive feedback from my tutor observations motivated me to carry on pushing myself by having a concrete focus with short-term and long-term goals. 

My second placement school was a life-changing and rewarding experience. It was an absolute pleasure to work in a supportive, friendly, and passionate department and I am forever grateful for all their advice, guidance, and tips to becoming a successful teacher, educator and reflective practitioner. I couldn’t have asked for a better mentor who was committed, kind, caring, passionate, and went above and beyond to ensure that I felt comfortable and at ease. 

School placements 

On arrival at school I would have my tutor meeting or prepare for lessons, ensuring that everything was set-up, responding to emails and carrying out other important tasks. At 8:15am, we would be required to be in our form rooms to start at 8:30am. I would have year 10 assembly every Tuesday and a staff briefing every Wednesday and  weekly CPD meetings. At 3pm, teaching finished and I would stay on to get ahead with other important tasks for university and school. 

I got involved in weekly lunchtimes sessions for the ab-initio Chinese club, year 11 Spanish revision sessions, leading tutor time sessions and spending time at the resource centre getting to know the pupils there. I also attended a parents’ evening. 

University-based academic sessions

The university-based academic sessions were useful covering a wide range of areas such as different teaching pedagogies, behaviour for learning and differentiation,to name a few. Also, the theoretical sessions allowed us to build on, and consolidate, our learning whilst examining different viewpoints and perspectives and partaking in group discussions and presentations. 

Best part of the course

The best part of my course was the support network from my peers. It has been so rewarding and I’m so lucky to be part of this cohort where as a group, we became a family. If you’re struggling, people would help and offer support, no matter how stressed, anxious or annoyed you were feeling. Additionally, we shared all the positive moments and celebrated all the little successes.

Also, all the memories at my second placement and seeing how much progress I made from the start to the end of the course – the difference has been vast. 

Advice for anyone thinking of studying a teacher training course

1. Reflect on your motivations for embarking on a PGCE course
2. Be super organised
3. Have a positive growth mindset
4. Celebrate all the positives and small successes
5. Persevere
6. Schedule downtime one day a week to do something you really enjoy and don't neglect your hobbies
7. Establish a healthy sleeping pattern

You will have lots of positive and good moments, stressful and doubtful moments, lots of highs and many lows, but the one thing that will get you through the course is a growth and positive mindset.

Take advantage of the support network around you whether that being talking with family, friends, and/or reaching out through different external organisations such as the Samaritans, Let’s Talk Wellbeing, and the University of Nottingham’s Wellbeing team. They are there to help you and want to see you succeed! 

 Remember, you have a lot to offer, you are unique, be your wonderful self! 

Greci Cristina Queiroz Taylor

Secondary PGCE Modern Languages 

Having completed her undergraduate degree in Brazil, Cristina moved to the UK in 2011 and worked as a specialist teaching assistant in a large inner-city school in Nottingham where she taught English as an additional language (EAL) and Spanish. Whilst working, she also completed an MA Applied Linguistics and English Language Teaching here at the University of Nottingham and worked as an academic author for a British publisher. She also wrote a series of work books for primary school pupils on EAL. Cristina completed the PGCE to obtain a formal teaching qualification and has now secured a teaching job in Nottingham.

Cristina says:

Tutor and mentor support

I honestly never expected to receive the amount of support we did. Both my school mentor and my university tutor were very knowledgeable and professional, but at the same time very caring. As a single mum to two very little boys, sometimes things would not go as planned, but I always felt I could count on them to help me get back on track with my course work and teaching practice. The support we were given was highly tailored to our needs as well. 

School placements 

I would arrive at 8.15am, some days we had a meeting at 8.30am. At 8.50am, I would work with my form, a Year 9 class, for 20 minutes. Some days I would only teach one lesson, other days I would teach four lessons, which was great experience to get me ready for my ECT year. We would have CPD sessions once a week after school. I also had the opportunity to teach personal development, to help out in the Spanish Club (GCSE booster) and to get involved in open evenings and parents’ evenings.

University-based academic sessions

I think they were brilliant! Lots of practical advice combining day-to-day aspects of the job with the theory behind teaching and learning languages. 

Best part of the course

The teaching practice and to be able to see how my teaching and classroom management was constantly improving due to acting on feedback received from my mentor and from other teachers in the department. We had some very inspiring academic sessions as well, with both our course tutors and external speakers. 

Advice for anyone thinking of studying a teacher training course

Get some school experience before applying for your PGCE, so you are confident teaching is the right career for you.

It is a very intense course, so make sure your subject knowledge (Spanish, French or German) is the best that it can be before you start your PGCE, so it is one less thing for you to worry about.

Be organised, do not leave things to the last minute and try to be one step ahead if you can. Be prepared for receiving lots of feedback and be humble, everyone is trying to help you.

Most importantly, keep positive!

Kimberley Fallon 

Secondary PGCE Modern Languages

During her English and Hispanic Studies degree in Sheffield, Kimberley took part in outreach work with local secondary schools and taught English at language academies in Spain. From her teacher training interview at the University of Nottingham, she felt she would be really supported by tutors and accepted her place on the PGCE course. Kimberley will be staying local as her new teaching job is in Nottingham.

Kimberley says:

Choosing the University of Nottingham

I was drawn to the University of Nottingham because of their reputation for excellent Initial Teacher Education, and the support available from tutors, which has been especially helpful during the Covid-19 pandemic.

School placements 

I had amazing experiences at both my teaching placements in my training year. Both departments were fantastic, and I had really supportive mentors whose help was invaluable. A typical day would involve getting to school at around 8am and checking my emails or attending any before school meetings. I would always make sure that any printing I needed to do was done the day before to avoid any last-minute scrambles for the printer. I would teach my lessons and check in with the class teacher for feedback at either break, lunch or after school. I would use my free periods to plan and print resources but also to talk to other teachers at the school, they were always really kind and supportive. After school, I would check all my resources were organised and printed for the following day and once I got home, I would plan for other upcoming lessons.

University-based academic sessions

The university-based academic sessions were great in facilitating discussions and gave us the opportunity to share our experiences and thoughts on issues we had encountered on placement and more widely in teaching and education. They also supported us in preparing for QTS tasks and masters level assignments.

Advice for anyone thinking of studying a teacher training course

Plan ahead and stay organised!

Ben Hayes

Secondary PGCE Science 

Ben started training to be a teacher following his mathematical physics degree which he also studied at the University of Nottingham. He felt the PGCE course provided him the mental space between the two placements that he needed to evaluate and be aware of strengths and weaknesses when starting his second placement. Ben has secured a teaching job in north Nottinghamshire. 

Ben says:

Becoming a teacher

My desire to teach was largely down to my love for passing on knowledge and experience – inside and outside of my subject. I love to communicate with people and discuss difficult issues (be it social or scientific.) Prior to applying for the course, I had worked briefly, programming for data acquisition with a propeller company. I loved the work and I was part of a fantastic team, however, this is where I decided that I belonged in a more interactive role.

Choosing the University of Nottingham

Having applied to other universities, I chose the University of Nottingham during my interview, as my interviewer (who later became my tutor) talked a lot about the holistic approach they take with education – something which is central to my development as a teacher.

Tutor support

The university tutors take a student-first approach and genuinely care very deeply about you. I always felt very comfortable confiding in my tutor and was treated as though no problem was too big or too small. They go above and beyond to adjust the training programme to suit your needs.

University-based academic session

The university-based sessions are in general angled towards teacher education rather than subject teacher education (though not entirely). I think this is really useful as Initial Teacher Education is about teaching foundations, not a polished end product. In science we frequently talked openly about socio scientific issues and how these impact different groups in different ways, these big questions often resulted in insightful debates with a sense of openness.  In the ‘Schools and Society’ module, we focused more on the pastoral roles that teachers and schools take. These sessions took place in different groups, which helped to widen the access of teacher experience I got during the course.

Jess Turner

Secondary PGCE Science 

Jess decided for sure she wanted to a teacher, applied and started the course all within five months. She previously took an animal science degree at the University of Nottingham and with little school experience, chose the PGCE route to gain as much university support as possible. Jess' new teaching job is in a local school which belongs to the same trust as her first placement school.

Jess says:

School placements

With regards to a typical placement day, no two were the same! You get lots of time to work independently on both university assignments and planning; something that I was worried there would be a lack of. All the teachers that I got to meet were lovely and so helpful, and very empathetic with the challenges of training to teach. You also get to take part in regular CPD sessions and other teaching requirements such as parents' evenings and open evenings; all of which were wonderful opportunities to develop in self-confidence.

University-based academic sessions

They are very involved and debate based. This helped me enormously; my self-confidence has developed considerably and I’m now a lot less shy and quiet than I was at the beginning of the course! The tutors are so supportive and encouraging, and you leave every single session having learnt so much.   

Best part of the course

If I had to choose one particular aspect, I would say the last few lessons I had with a particularly challenging year 10 class. At the start, I was petrified of them and spent many sleepless nights worrying about teaching them, but towards the end I had made such positive relationships with all of them and each lesson was a pleasure.  

Advice for anyone thinking of studying a teacher training course

Be organised! I can’t stress this enough. If you aren’t organised, the year will be much harder, as many PGCE graduates will tell you. If you can get on top of your planning and get ahead, it is 100% more enjoyable. I took so much pride in planning ahead and being able to relax at the weekends was amazing.! If you aren’t naturally organised though, don’t be put off. A lot of people on the course have developed so much in their organisation skills over the year, so it is possible.