Secondary Initial Teacher Education alumni profiles

Marcus Lawrence - Secondary PGCE English - Class of 2023

There are an abundance of reasons as to why I want to be a teacher. A personal one to me is that teaching enables me to express my passion for the subject I love and to inspire children to feel a similar way about it. The profession itself gives me great purpose and that is priceless in an occupation.

 

Marcus achieved a first class BA English at the University of Nottingham. He stayed at Nottingham as he recognised that the university has a rich teacher training course and is highly regarded as one of the best in the country. He also wanted to stay connected to his undergraduate studies as he found it very important to find ways to expand his knowledge of the subject itself and felt that being in close contact with old lecturers and such was very important. Additionally, he felt that by staying he would be able to throw himself into further opportunities within the university itself.

Marcus will be teaching English at a high school near his home on the border of Suffolk and Essex (John Constable county, so very picturesque).

Below Marcus answers a series of questions about his experience on the PGCE course.

Q: What are the main skills from your UG course that you've found helpful for this postgraduate level course?

The main skill I acquired from my UG degree was confidence in asking for help and to confide in the teaching staff. I was fortunate enough to get in early contact with the staff on the PGCE and so I was able to start a dialogue with them early. Due to the breadth of the BA English at Nottingham I also found it easy to grasp the assessment requirements of the PGCE and found it more simple to get to grips with the referencing style and format which is required. Academically, my insight into perceiving and analysing texts became second-nature, inevitably making the teaching of this easier.

Q. What did you think about the university-based academic sessions?

The sessions at the university were very helpful and provided a great insight into pedagogy and education. These sessions mostly gave me perspective and evaluative skills within teaching; they also gave me bountiful ways to teach the subject of English, which I am forever grateful for.

Q. How did your tutors and/or the school-based mentors support you during your course?

Like I said above, my university tutors were firstly very responsive and helpful with the application process. During the course they became approachable vessels for multiple problems and enquiries. There is a greater relationship with tutors during the PGCE than perhaps at UG as it is more personal and there is a great feeling of camaraderie between both students and tutors.

I am still in touch with my school-based mentors which is testament to how close you can become with some of them. This is not true of every case but in mine I found great friends in my school-based mentors. My mentors supported me with everything - little or big. They supported me with my confidence and my involvement in school life and gave a lot of time to meeting with me and going through observations and lesson plans.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

A typical day for me would be waking up at 7:20am and getting to school for 8:30am via the bus. I would then have my first of many coffees during the day and take that moment to have conversations with my mentor and other staff members. Some mornings I might be running around frantically printing things I need for first period but that was very rare and mainly a human error of organisation on my part.

I had some full days of teaching, which were quite draining but mostly I would teach two thirds of a teacher timetable, which was usually 16 lesson a week for me. In free periods I would spend time either lesson planning, going over observations, researching for university assignments or data analysing some of my classes.

Lunch always consisted of the English department and other member of staff doing the crossword or on snowy days we’d build a snow man (myself and another member of staff embarked on this creative venture). Beyond the routine I also experienced the wonderful thing of having wet sponges thrown at my head on Red Nose Day, facilitating an after-school baking session with my mentor for the summer fayre and staff football after school on Fridays. 

Q. Did you get involved in any enrichment activities? How did they help? 

As mentioned above, I got involved with many things within the schools themselves. I also ran an after-school class for Year 11 EAL students. In terms of extra training, I attended optional training at my placement school.

Q. What was the best part of the course?

I would have to say the best part of the course were the people I met on it. Whether that be pupils, teachers, mentors, tutors, course mates, all of these people made the course what it was.

University days were very enjoyable and enjoyed the routines which surrounded these days.

My second placement in particular was very enjoyable. It gave me the opportunity to design a scheme of work, run extra-curricular classes and socialise outside of school with newfound friends.

The answers are endless!

Q. What advice would you give to someone thinking of studying a PGCE course?

• Jump into different opportunities and experiences which you are presented with!
• Never panic and compare yourselves to others as everyone finds their strides at different points in the year.
• Your teacher-personality will never be 100% realised no matter how long you teach; bear this in mind and allow yourself to try different pedagogies and approaches to learning and teaching.
• Prioritise your life and experiences as this will only help your time at work not hinder it. If you feel like you are over-doing something, it is probably because you are. Give yourself some respite as it is a hard year, which is very different to third year UG.

Josh Robbins - Secondary PGCE English - Class of 2023

There is a worldwide shortage of teachers which means that teaching is not only a career with which you can usually ensure employment, but a passport to live and work abroad. It’s also a varied and challenging job, which means you never watch the clock. There are a multitude of opportunities for career progression, and you spend every day discussing your favourite subject whilst developing relationships with interesting staff and pupils. Ultimately, teachers know they are doing good for the world by giving pupils a chance to pursue the future they want by guiding them to achieve the best grades possible.

 

Josh completed a BA Philosophy at the University of Nottingham before starting the PGCE. Before deciding on a teaching career, Josh had considered joining the RAF due to his involvement in the East Midlands University Air Squadron.

Josh has secured a teaching job back in his home town of Walsall.

Below Josh answers a series of questions about his experience on the PGCE course.

Q. Why did you choose to stay at the University of Nottingham to do your PGCE?

The staff at the University of Nottingham are very supportive of their students- I always felt they made my wellbeing a priority. It’s also a beautiful campus with excellent facilities, and Nottingham city is great fun.

Q: What are the main skills from your UG course that you've found helpful for this postgraduate level course?

Having studied philosophy, I was a little concerned that I would lack the subject knowledge to teach English. Thankfully, this wasn’t an issue for me and found that many of the writing and analytical skills I picked up studying philosophy were very useful for teaching English.

Q. What did you think about the university-based academic sessions on the PGCE?

It’s always nice to return to university after working on placement because you are reunited with your friendly course mates and tutors. Academic sessions aim to cover key pedagogies, teaching and learning methods, which can be applied in practice on placement.

Q. How did your tutors and/or the school-based mentors support you during your course?

Tutors and mentors support you foremost through their availability, responding quickly to concerns you may have. Regular meetings offer help with individual reflections on the ways you can improve your practice.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

A typical day at my second placement school was arriving for coffee and printing out any resources I would need for the day. I would then head over to my form group, before starting teaching. I probably averaged three lessons a day.

Q. Did you get involved in any enrichment activities? How did they help?

Yes! A highlight was a two-night trip to a PGL Activity Centre.

Q. What was the best part of the course?

It’s hard to put your finger on a ‘best part’. Looking back, it feels like a whirlwind, and it is hard work. I am thankful to have met so many amazing people, as a result of the course, and the end of year ball was a fantastic celebration of the journey we have shared together.

Q. What advice would you give to someone thinking of studying a PGCE course?

Prepare to work hard. It is a cliché, but teaching is incredibly rewarding, and part of the reason is because it is so taxing, both physically and emotionally. It’s a fantastic career but it requires your absolute commitment and dedication. The best of luck to you!

Grace Marie Blinkhorn - Secondary PGCE Geography - Class of 2023

I want to be a teacher because every day is different. I love going into work and not knowing what will happen that day. The job is so varied you can never be bored! I also went to a school that was rated inadequate and despite this I believed I received a really good education, because although my teachers were dealing with a lot of outside pressures, this did not affect the classroom, and I was really inspired by this. It sounds so cliché, but after a while of being in the classroom, you really do see yourself making a difference in children’s lives. Although the job is very hard work, it is so rewarding and the rewards act as huge motivation should you ever be struggling. 

 

Grace's journey through university has spanned over the last six years. She completed her undergraduate degree in international development at the University of Portsmouth, finishing with a 1st class. Between the second and third year, she worked as a teaching assistant at Kings College Alicante, Spain, which is when she decided she definitely wanted to become a teacher. She completed an MA in Global Development and Education at the University of Leeds before embarking on the PGCE. She also worked in administration roles within the NHS and  believes the skills she gained from these jobs, combined with her experience of academic writing, is what put her in a great position to start the PGCE.

Grace starts a new teaching job in September at Bluecoat Aspley Academy in Nottingham. Whilst Bluecoat was not one of her placement schools, her placements did help Grace to decide the kind of school she wanted to work at. Bluecoat is very diverse, with lots of different languages and cultures celebrated, something that suits her perfectly due to her interest in English as an Additional Language (EAL). Grace says placements are so useful in helping you decide what you do and don’t like about a school, so that you can find the right place for you. 

Below Grace answers a series of questions about his experience on the PGCE course.

Q. Why did you choose the University of Nottingham to do your PGCE?

Firstly, because I had been so far away from home during my undergraduate course, I wanted to be closer to family who live in North Nottinghamshire. Also, when I came for my interview at Nottingham, I was really excited by how the course was explained to me, and how many schools the university was linked with, so I knew that my experience would be varied and exciting. Teaching is a very small world, and I knew that I wanted to stay in Nottingham to work following completion of the course, therefore I knew by completing the PGCE at this university I would make strong networks within the geography community in the local area. 

Q. What did you think about the university-based academic sessions on the PGCE?

First and foremost, the university based academic sessions were vital to be able to see other people on the course to catch up and reflect on our teaching experiences, time with your peers is so valuable when the school-based days are so full on. The university-based days also laid out the academic foundations, such as introducing us to different learning theories which we could then apply to our classroom work and academic essays. Also, there were lots of outside speakers such as Margaret Roberts, Mary Biddulph, Field Studies Council speakers, and GIS specialists. These talks were very insightful on a range of different topics, and built on our existing skills when using things like GIS in the classroom.

The schools and society module really opened my eyes to how important teachers are, not just in the classroom, but pastorally and within wider society. We learnt about different topics such as teaching refugee children, recognising abuse in its different forms, and safeguarding. This is all applied through the ‘Dearing Class’, which is used as a case study of students to be able to apply our learning into real life scenarios. 

Q. How did your tutors and/or the school-based mentors support you during your course?

My university tutor, Mal Kerr, was extremely supportive during the entire PGCE. He was able to give me practical advice when it came to teaching, but also was there for me personally when facing several personal issues during the year such as bereavement. The visits he does when you are on placement to observe you teach are always extremely positive, and you are given constructive feedback which you can work on in time for the next visit.

I also had great mentors on both placements. On my first, my mentor supported me in building my confidence and helping me with time management as it was taking me a long time to plan each lesson. In the second placement my mentor supported me by giving me the freedom to be more creative in my teaching, she was always up for me trying new things in my lessons once I was more confident, so I think this was a great mix of support from both university and school mentors! 

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

Whilst no two days on placement are the same, a typical day would start with me getting to school around 7:30am and making sure all of my resources and printing was sorted out for the day. After teaching all of my lessons I would make sure all homework and lessons for that day were uploaded onto the schools online system so that students could complete them. One of my personal highlights from the PGCE was getting involved with extra curricular activities. I would attend all rehearsals for the school play and assisted in the choreography and dance aspect of this. I also attended three parents evenings (two year 7 and one year 8), as well as year 9 options evening, so home time was not until 8pm some days. 

Q. Did you get involved in any enrichment activities? How did they help?

I would attend training at least two days a week after school. This was on all manner of things such as data, safeguarding, behaviour, EAL. I also attended my first placement school's trust inset day, in which there were a number of activities I got involved in designed to improve the performance of that particular academy trust. Furthermore, I attended three sessions put on by the Bell Foundation which focused on EAL learners, which I have a particular interest in. The extra training and enrichment activities made it feel like I really was a proper teacher, and with every event that I attended, I left feeling more confident and better at my practice than when I arrived. 

Some other great opportunities on the course included being able to meet with HMO Chief Inspector of Ofsted, Amanda Speilman, to be able to speak about my experience on the PGCE and to hear more about how Ofsted works. Ofsted is daunting for teachers, and it was great to hear about what they are actually looking for, and made me feel less scared about being inspected in the near future! Also, as a course we planned and delivered our own fieldwork to year 9 students from a school in Derbyshire. This was very insightful as we were involved in every step, visiting fieldwork sites, creating fieldwork titles and activities, and then actually delivering the fieldwork to a group of 25 students. 

Q. What was the best part of the course?

The best part of the geography PGCE was the varied nature, and the amount of extra opportunities we had throughout the year. For example, we would often be invited to GA lectures, workshops, and extra training to enhance our skills such as GIS. Whilst it might seem a lot of effort to go to after a full day of work, they are so worth it! Also, as a geography cohort, we all really got on as a group, and were very supportive of each other and helped each other along the way. 

Q. What advice would you give to someone thinking of studying a PGCE course?

My advice to someone thinking of studying for a PGCE would be to not compare your experiences with anyone else’s and to focus on your own individual journey. I would also say, take every opportunity throughout the year that you can, even if it feels pointless at the time! The reason I feel so well prepared for starting my job is because of all of the ‘extra’s’ I have gotten involved with, and through this have discovered my interest specifically with EAL. And finally, just go for it!! 

Felix Hawes - Secondary PGCE History - Class of 2024

Being a teacher has always been on the cards for me. I think it is a job where you can make a real tangible difference and difference that you can see in front of you. It is a highly rewarding job where you can see the progress of your pupils not just academically but also as people. It is also a way to share my passions with a group of people as well!

 

After completing his undergraduate degree in politics and international relations here at Nottingham, Felix became a teaching assistant at a local inner city school before returning to us for his PGCE course. At his interview he found Vic Crooks, the course leader, very welcoming and he felt he would be supported on what he knew would be tough course at times. He also felt the course had the right balance of time in university and schools. 

Felix is returning home to Cambridge to begin a new job teaching history and politics, which is perfect for him.

Below Felix answers a series of questions about his experience on the PGCE course.

Q: What are the main skills from your UG course that you've found helpful for this postgraduate level course?

The ability to write academic pieces was certainly a helpful skill as there are academic pieces of work needed in the PGCE. People skills of talking to people of different backgrounds and views (particularly as my degree was in politics) also gave me the soft skills of interacting with pupils and colleagues of different backgrounds and views.

Q. What did you think about the university-based academic sessions?

The university based academic sessions were really useful. There is so much about being a teacher that you don’t even think about, even if you are someone like me who worked in a school for a year before, have two parents as teachers and wanted to be a teacher from a young age. These sessions highlight different teaching methods, behaviour management strategies and how to teach history effectively. It sort of shows you the ‘behind the scenes’ of teaching. Additionally as every school is different, the academic sessions allow you to see into classrooms that you have not yet taught in, which is useful as the experiences of your placement schools may differ to the school you end up teaching in. 

Q. How did your tutors and/or the school-based mentors support you during your course?

I was thoroughly supported throughout the course. Vic said early on that we need to trust her and the other tutors, that they will tell us what we need to know at the right time on the course and that we need to “ride the wave”. This is certainly true. There is a lot you need to do on the PGCE, and we were well guided along it. I have dyslexia and dyspraxia, and Vic supported me to help me navigate the course. She was incredibly understanding and went above and beyond, for example by helping me organise my teacher planner.

Within school I had two incredible mentors as well as very supportive departments. My mentors would offer me help and advice whenever I wanted, which I appreciated hugely, especially as they were busy themselves. Their feedback was always very helpful, and the things I needed to work on were always clear but I have never felt criticised. All feedback came with constructive ways for me to improve my practice.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

I am not sure there is a typical day in teaching! Roughly though, I would get to get to school for about 7.45am. I would go through my lessons for the day, do any last minute work, such as cutting worksheets or checking registers. Form time started at 8.30am, but I would arrive there early because it was a good opportunity to develop positive relationships with the pupils by talking to them outside of lessons.

The least amount of lessons I taught on one day was one hour, the most four, with three being typical. You are on a reduced timetable as a PGCE student and the hours increase as you go through the course. I would have department training every Monday until 5pm and PGCE specific training on Wednesday until 4.30pm. I would typically get home around 6pm and do a couple to a few more hours of prep. I would always do my printing the day before because you can never trust a printer anywhere! During the day when I am was not teaching I was either printing, preparing worksheets, planning or marking.

I also did lunch duty every Tuesday which was actually a highlight of my week as you really get to know your pupils that way. Only one parents’ evening fell during my time on placement. 

Q. Did you get involved in any enrichment activities? How did they help? 

My placement school offered training for ITE (Initial Teacher Education) every week which were really good sessions from behaviour management techniques, to preparing for job interviews and meeting Early Career Teachers (ECTs) so we knew what it would be like the next year. It was also great to be able to regularly meet other PGCE students so we could share our highs and lows and tips with each other.

Q. What was the best part of the course?

So many to choose from! For me though it has to be the pupils. They are the reason I went into teaching to begin with! To get to work with so many pupils, of different attainment and enthusiasm for history was great. It was of course very sad to say goodbye to them, as it was with the department I was with.

Q. What advice would you give to someone thinking of studying a PGCE course?

If you want to be a teacher then the PGCE course is definitely the right one to do. You get the support of the university which is invaluable and you get insights into schools that you are not placed at, which is crucial considering you do not know what schools you will be going to in the future. 

If you are going to do the PGCE I recommend that you spend some time in a school beforehand. It is very different to your perceptions as a pupil. I would follow the guidance of the university on when to complete work, what to do to avoid being overwhelmed and I would ensure you have a good routine in place so that you are able to still socialise outside of the course. I would recommend not doing any work on Saturday and having that as a rest day. It is something I wish I had done! 

Being a teacher is a lot of hard work, but it is worth it for the rewards you get in the differences you make. It is different day in day out and you work with some amazing people. I would definitely recommend being a teacher.

Danni Jackson - Secondary PGCE History - Class of 2023

I wanted to become a history teacher mainly due to my love and passion for the subject. I wanted to continue learning and expanding my knowledge on all things historical. I couldn’t imagine doing a job without history involved!

 

Having taken a year out after A Levels and working as a shop supervisor, Danni started a BA History course at the University of Nottingham, specialising in twentieth century European history and Soviet studies, and obtained a first-class degree.

In the final year of the course, Danni attended a session hosted by the history department to showcase the university's PGCE History course. Danni says "I was immediately sold by the kindness and clear passion shown by Vic Crooks and secondly, the clear accreditation the university had received for their PGCE course over the years." This session, combined with her love for the city of Nottingham and the university itself helped Danni make her decision to stay here to start her teaching career journey. 

Danni's new job will see her teaching both history and geography at the Farnborough Spencer Academy in Clifton, Nottingham, a school with close ties to the university.

Below Danni answers a series of questions about her experience on the PGCE course.

Q: What are the main skills from your UG course that you've found helpful for this postgraduate level course?

It was very useful having prior knowledge of the university, the IT systems used, and what systems were accessible to help with the assignments (for example NuSearch). The written skills that I had acquired during my undergraduate degree were definitely transferrable.

Q. What did you think about the university-based academic sessions?

They were an integral part of the course. They are well planned and scheduled to support your development in a gradual way. They allow you to share your concerns and experiences, practice different pedagogical approaches and prepare you for assignments. 

Q. How did your tutors and/or the school-based mentors support you during your course?

It sounds like a cliché, but I was genuinely taken aback by the amount of support I received from my school-based mentors. Before starting my first placement, I found it really hard to shake the feeling that I would be a nuisance to any department, despite frequent reassurance from the university team that this would not be the case - they were correct. The mentors that work with the university to deliver this course are well-informed, supportive, dedicated and most importantly, human. They are excited to have you! 

Of course it is important to remember that everyone will have different relationships with their mentors. Partnerships are unique and are built providing you have a mutual respect for one another. In my experience, both of my mentors were able to tailor their support to my individual needs and provide brilliant feedback to aid my development as a teacher. They were there to celebrate my small wins, wipe my tears and cheer me on every step of the way. 

In regards to the university tutors, they are always at the end of the phone If you need support, advice, or guidance (particularly when it gets to job season). 

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

I usually arrived at school for 7:15am (despite the school day not starting until 8:30am). This was completely by choice but I found the time super useful to prepare for the day/week ahead, for example getting any printing done, completing admin jobs, preparing for subject knowledge meetings and such. Some people prefer doing this in the evening but I personally work better getting up early!

You then start the school day by co-tutoring a form group. Throughout each placement, you take part in observing, assisting and teaching lessons. Obviously at the start of the year, you will mostly be observing or assisting lessons (I taught around six to eight full lessons a week). By your second placement, you begin taking on more lessons, before taking full ownership of certain classes. 

In both placements, I was involved in extra curricula activities such as debate competitions and history clubs which took part after school.

Q. Did you get involved in any enrichment activities? How did they help? 

The subject interest groups (SIG) are particular good at extending your network and connections to different departments and schools across the East Midlands.  

Q. What was the best part of the course?

The friendships and the support of the university tutors. The School of Education as a whole felt like a massive community, it is so different to any undergraduate experience!! Of course, from a history perspective, it was also amazing to continue exploring the subject I love.

Q. What advice would you give to someone thinking of studying a PGCE course?

The main advice I would give to anyone embarking on a PGCE course is be prepared to make mistakes and embrace them! This is how you learn to teach. Trust your tutors, they know what they are doing and will guide you through it. But most importantly, you are human. You need to find a routine that works for you, and a teaching style that suits you. You should not be sacrificing your mental and physical wellbeing, nor being someone that you are not, to be a ‘good teacher’. Approach all the people you meet on placements and university with an open mind, and try to build positive relationships so you can have a reliable support network from people who are in the same boat as you. 

Dylan Marriott - Secondary PGCE Mathematics - Class of 2024

Throughout education I have taken great joy in helping everyone around me. I enjoy trying to think how others think and adapt my teaching to suit their learning. I always had a passion for maths and I wanted everyone to feel this same passion. I wanted them to have that understanding and see the beauty of how interconnected maths is.

 

Dylan studied maths at the University of Birmingham and thoroughly enjoyed the theoretical side and gaining the understanding behind how things worked. He knew he wanted to teach, but after graduating wanted a break from education so spent a year tutoring maths, both online and in person. This cemented his desire to become a teacher.

Dylan is moving back home to Birmingham to be near family and friends and will be working in a sixth form college as he is keen to teach maths at A Level. The idea of teaching in a sixth form college arose from a week-long alternative placement experience in a Nottingham college.

Below Dylan answers a series of questions about his experience on the PGCE course.

Q. Why did you choose the University of Nottingham PGCE course?

Whilst studying my undergraduate I decided to stay at home. This meant I didn’t have the independence and experience of most, so I wanted to move away when doing my PGCE. Also, I didn’t want to be stuck with the schools I know at home and wanted to see if other areas differ. Nottingham seemed the perfect distance from home, and it was a university recommended to me by multiple friends. When researching the PGCE course I could tell it was incredibly well thought out and planned, and it seemed perfect to help me develop into the teacher I always wanted to become.

Q. What did you think about the university-based academic sessions?

The university-based sessions were a delight. You are surrounded by amazing fellow course mates and incredibly insightful and caring tutors. You have time to figure things out for yourself and discuss with your peers. You also get the chance to read academic literature and take away what you want from the sessions. They are not designed to mould you into a teacher you want, but designed to give you all the tools you need to become your own teacher. 

Q. How did your tutors and/or the school-based mentors support you during your course?

The university tutors always have your back. They are always willing to help you and answer any question, no matter how silly you think it is. They always have amazing advice to share, and they help point you in the right direction. The school-based mentors are also incredibly important to your growth as a teacher. They give very detailed feedback, and they understand that this is the year for you to experiment. They understand that their job isn’t to make you like them, but to find out what teacher you want to be and what you need to become that.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

Every day, I would travel with three other PGCE students to the school. We all liked to get in early, as often there are either meetings in the morning or one of us has some printing to do for the day. I would make sure to say hello to the maths department, chatting to any teachers about the lessons I’ve planned for their classes. At break and lunch time us PGCE students took over the sofa in the staffroom, all bunched up together. We would share stories of students and lessons and get any frustrations out together. After the school day we would hang around a little bit to sort out any remaining printing or planning. Often we would have additional meetings, such as a meeting with the school coordinator or subject meetings. In addition, I took park in intervention sessions to help out my year 11s after school.

Q. Did you get involved in any enrichment activities? How did they help? 

The placement school held a few enrichment activities, such as twilight sessions which were similar to the university sessions but from a slightly different angle. We also had wellbeing sessions, talking about how we can manage our own wellbeing as well as our pupils. Lastly, every Friday, we had a teaching and learning meeting which discussed different areas of teaching and how we can all improve.

Q. What was the best part of the course?

The best part of the course was getting to know everyone. From the other student teachers in your subject, the student teachers in your schools and society sessions, or the trainees on your placement, learning and growing with them is an amazing experience. It is important to keep in contact with them, as there will be moments on the course when you don’t go back into uni for a while, so it is vital that you can talk about your teaching with someone and take some time for yourself. Friday pub sessions after school were a great way to achieve this!

Q. What advice would you give to someone thinking of studying a PGCE course?

Be organised with your work from the start and stay on top of things. The theories you learn in the first few weeks will be incredibly important towards the end of the course, so keep these notes safe. Lastly, don’t be afraid to ask for help. Everyone is willing to help you out if you are struggling.

Sally Rossouw - Secondary PGCE Mathematics - Class of 2024

I previously had a lot of sport coaching experience – swimming teacher, trampoline coach, and ran a number of kids sports clubs. Although I loved working in accounting, I felt there was something missing and toyed with the idea of moving into teaching for some years before finally taking the plunge. Being a mum of three, I was also looking forward to the prospect of being able to enjoy school holidays with my children while they are still young.

 

Sally has a first-class BSc (Hons) accounting and finance degree and went on to become a Chartered Accountant through the Association of Chartered Certified Accountants (ACCA). She worked as an accountant for almost nine years, and had progressed from an assistant accountant right up to a senior, specialising in pension fund accounting for the last four years, before being in the position to make a career change.

Sally initially thought she would go down the SCITT route for her teacher training, but applied to the University of Nottingham PGCE course because she knew we are an Ofsted-rated outstanding provider. At interview and through correspondence with one of the tutors, she felt that the University of Nottingham was the right fit for her. 

Sally has secured a teaching job at her first placement school, Heanor Gate Spencer Academy.

Below Sally answers a series of questions about his experience on the PGCE course.

Q. What did you think about the university-based academic sessions?

I found these really insightful and always very well thought out and timed. As soon as you have a question about something, or an issue arises, it seems to be covered in the university-based days. These days are really focussed on getting to know each other and learning together through group work. The amount we learned in such a short time was almost unbelievable when we reflected on the year in our last week on the course. 

Q. How did your tutors and/or the school-based mentors support you during your course?

The level of support I received was second to none. Both of my placement schools were fantastic, and my mentors were extremely helpful. University tutors are all incredibly knowledgeable and supportive, and really do go the extra mile to check in and offer support throughout the course. I think only those who have done the PGCE can understand the level of community that happens during the course, and how well you get to know your tutors (and vice versa).

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

I used to get in a bit early to make sure I had all my printing and resources sorted for the day ahead. I was assigned to a year 7 tutor group for both my placements, and every day started with tutor time, before going on to teach the lessons I had that day. 

I was lucky enough to get a full picture and teach every year group between year 7 and 10 regularly during my placement and tutored a year 11 higher student in my second placement, as well as opportunities in both placement schools to teach post 16. I found that being organised and using any free periods I had to get ahead with planning worked really well for me and reduced the need for taking work home in the evenings. 

I attended a couple of parents evenings which related to the classes I was teaching and found these really enjoyable, especially when you are able to give praise to someone for how well they have been working or how much they have improved. 

Q. Did you get involved in any enrichment activities? How did they help? 

I had some amazing experiences during my placements. One that stood out was being part of a lesson study similar to those done in Japan, focussed on teaching maths for mastery in mixed attainment settings. Being able to experience this during my PGCE was an incredible experience and I learned so much throughout the planning and delivery of the lesson. I was also part of shared planning sessions, and various whole school training events which enabled me to get to know teachers from other departments and to be able to draw from their expertise along the way.

Q. What was the best part of the course?

For me it was being on placement. Settling into a school, getting to know the pupils, and discovering who you are and what type of teacher you want to be. There’s nothing better than overhearing pupils comment on what a good lesson that was, or having them comment on how much they love you teaching them.

Q. What advice would you give to someone thinking of studying a PGCE course?

Do it! Expect it to be harder than anything you have ever done before if you are not used to working full-time and studying at the same time, but it was honestly one of the most rewarding things I have ever done – and now I get to carry that on!

Jingwei Zhao - Secondary PGCE Mathematics - Class of 2024

I want to be a teacher because I find great satisfaction when I help pupils at different ages to overcome their difficulties in studying. When I was a kid, my maths teachers made me feel that maths is the most enjoyable subject in the world and I would like to see my pupils feel the same way. Watching young pupils achieve their learning targets makes me feel really proud.   

 

Jingwei spent four years studying mechanical engineering in University of Sheffield. After graduation in 2016, he worked as an mechanical engineer for four years. Since the Covid-19 lock down, he worked at home as an online maths tutor for nearly three years and then decided to apply for a PGCE course to become a qualified teacher.

Jingwei spent a lot of time searching for the right teacher training course and the description of the University of Nottingham's PGCE course on the Department for Education (DfE) website caught his eye. He really wanted to gain more teaching experience by working in different schools and wanted to work close to his house. He felt the PGCE course we offered had everything he needed.

Jingwei has a teaching job at the Ripley Academy, which was his second teaching practice placement school.

Below Jingwei answers a series of questions about his experience on the PGCE course.

Q: What are the main skills from your UG course that you've found helpful for this postgraduate level course?

The most helpful skill I gained from my undergraduate course was working in a team. As a teacher, it is necessary to know how to work with others and listen to others’ opinions. The skills I got from my degree made me more confident to give and receive feedback. This was extremely helpful when I shared a class with another teacher or worked on a group project. 

Q. What did you think about the university-based academic sessions?

The university-based academic sessions were really delightful. They were well designed and provided me with lots of useful information about how to plan my lessons and create my own classroom culture. I felt I learnt something new and interesting in every single session, and I got the chance to speak in front of others and share my own ideas. Also, I made many friends during these university-based sessions. It was just an amazing experience.

Q. How did your tutors and/or the school-based mentors support you during your course?

The university tutors were always patient and supportive. The tutors sent us emails weekly to remind us of the key events and deadlines. I could ask for help from any tutors whenever I had questions.  And what impressed me most was that the tutors had connections with almost every single school in Nottingham and therefore both of my placement programmes were so well prepared. 

My school-based mentors played very important roles on my journey of becoming a teacher. My mentors in both  placement schools made me feel welcome on my first day. They both did their PGCE at the University of Nottingham so they knew what kind of challenge there could be for a PGCE student. I got very detailed feedback on the lessons I taught from them. They also shared their experience of writing assignment and looking for jobs.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

I liked to arrive at school before 8am to prepare my teaching resources. Every morning there is either a department meeting or school staff briefing from 8:25 to 8:35am. Then I would stay with my assigned form tutor group until 9am. I normally had three to four lessons per day. I used the rest of the time to plan lessons or mark pupils’ test papers. As I didn't have my own classroom, I either stayed in an empty classroom or the staff room to do my work.  My school finished at 3pm and I usually stayed in the school for another hour. I could spend the time with pupils who came to after school maths club or chat with my colleagues about the pupils' performance.

After having dinner, I would spend two hours reading and writing for my university coursework before going to bed.  

Q. Did you get involved in any enrichment activities? How did they help? 

My second placement had maths challenge clubs at lunch time and KS4 maths revision sessions after school Monday to Thursday. I usually stayed for those to help answer pupils' questions. I also worked as a teaching assistant in the year 6 to year 7 transition days in my second placement school. These activities allowed me to build closer relationships with the pupils and understand more about their strengths and weaknesses.

Q. What was the best part of the course?

The best part of this course was that I could focus on all the coursework and self-development without it being stressful at any point. All my tutors, mentors, classmates and colleagues were there for me. They helped me with lesson planning, report writing and even taking care of mental wellbeing. I felt more confident and relaxed when I worked with all these nice people. 

Q. What advice would you give to someone thinking of studying a PGCE course?

Never be afraid of talking to others and asking for help. It is almost impossible to do everything by yourself, but you are not alone.  Make sure that you talk with your tutors and classmates because you work as a team. You can get great help and advice from this amazing team. 

Federica Citro - Secondary PGCE Modern Languages - Class of 2024

I want to be a teacher because it is an extremely practical and formative profession. It is tough, it comes with its difficulties and struggles, but the rewarding feeling it provides is totally worth it. Teaching allows me to share my passion for language learning with young pupils, inspiring them to study languages and appreciate diverse cultures. It is a hands-on profession where I can witness pupils' growth both academically and personally. I have always liked the idea of leaving an impact on young people's lives. The teenage years are some of the most complicated and delicate moments in our lives, so supporting pupils in their development feels like a privilege for me.

 

Federica completed an undergraduate degree in modern languages and cultures at the University of Salerno in Italy, where she specialised in English and Russian. Knowing that she wanted to become a teacher, she pursued further studies through a double MA program: one in Italian language and literature at Juraj Dobrila University in Pula, Croatia, and another in teaching Italian to foreigners at the University for Foreigners in Perugia, Italy. She graduated with first-class honours from all the universities. Such interesting studies provided Federica with great opportunities, such as working for the Italian Ministry of Foreign Affairs and International Cooperation at the Italian Cultural Institute of Ljubljana, Slovenia.

Federica chose to pursue a PGCE at the University of Nottingham because of its reputation. She said "It is one of the few universities in England that has been rated "outstanding" for its teacher training, so I knew that if I wanted to move to England to do my training, this course would enable me to reach my highest potential."

Federica's new teaching job is at Trent College, where she undertook her second teaching practice placement.

Below Federica answers a series of questions about his experience on the PGCE course.

Q. What did you think about the university-based academic sessions?

I thoroughly enjoyed the university-based academic sessions. They not only allowed me to connect with my peers but also provided several opportunities to meet people from other subject fields, which I found very refreshing. They covered a wide range of topics, from pedagogical insights to specific subject matters. For example, we had sessions on the role of interaction, the use of the target language, creating A-Level lessons, and organising school trips.

Throughout the year, we also benefited from numerous external speakers who shared their experiences and provided great suggestions and real-life scenarios. These speakers included current and former mentors, exam board specialists, and previous PGCE students.

Q. How did your tutors and/or the school-based mentors support you during your course?

I had unbelievable support from my university tutor and my mentors. My university tutor, Lesley, was always available to assist me in any way she could, involving others if necessary. As an international student, I faced difficulties related to my student visa towards the end of my placement, but Lesley has never made me feel alone and has always actively supported me. She promptly resolved any problems to the best of her ability and offered excellent suggestions and advice. She was relentless in ensuring everything was solved! And I will always be sincerely grateful for this.

Similarly, my mentors offered fantastic support. They never pressured me to do more, but always encouraged me to push myself and "give it a try." Our regular meetings helped me reflect on my practice, identify both strengths and areas for improvement, and provided practical suggestions on how to enhance my skills.  

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

My typical day began at around 8am. I would arrive at school, have my coffee, and print out all the materials I needed for the day before heading to my form group. On average, I taught three lessons a day, though this often varied, ranging from one to four lessons. Break times and lunch periods provided perfect opportunities to catch up with teachers as well as pupils - interacting with them around the school and during various activities helped me build stronger relationships.

Throughout my training in both placements, I also attended numerous training days and had the opportunity to participate in Early Career Teachers (ECT) conferences. This allowed me to hear valuable experiences and suggestions from both ECTs and more experienced staff.

Q. Did you get involved in any enrichment activities? How did they help? 

Yes, I attended weekly training sessions at school. These sessions provided insight into how teachers refine their skills and facilitated discussions on key topics. We focused on establishing rules, setting schedules, and organising future events collaboratively.

Q. What was the best part of the course?

It is difficult to pinpoint the best part of the course, but perhaps it is the opportunity to step back and reflect on my journey throughout the year - the progress, the challenges and the outcomes! When I started the course, I was very worried about not being able to stand in front of a classroom convincingly and effectively due to my more timid character, but by the end of the course I was perfectly able to deliver a great number of lessons in front of any number of people. 

The course has really made me grow a lot as an individual, and I have understood a lot about myself - how I handle stressful situations (lack of sleep is never good!) and how I react under pressure. I am now looking forward to continuing my growth and development in the next chapter of my career, as an ECT.

Q. What advice would you give to someone thinking of studying a PGCE course?

If you are certain about becoming a teacher and ready to begin your career, the PGCE is an excellent choice. The programme offers substantial support from both the university and the school, with your practical experience reinforced by theory, school visits, guest speakers, and insights from former PGCE students. 

However, be prepared: it is not an easy course. The PGCE is widely recognised as a demanding course that requires a significant time investment. Balancing university assignments with school responsibilities can be quite challenging, so in order to stay on top of everything, maintaining a strict organisational system is crucial. During your training, make sure to set deadlines for yourself for university work in order to complete tasks well in advance. This approach not only ensures a lot of time for completion but also helps to avoid last-minute issues. Effective organisation is always essential for achieving a good work-life balance - while occasional setbacks are inevitable, a solid plan is going to help you keep them to a minimum. 

Lastly, do not be afraid to ask for help - your tutors and mentors are there to help you!

Zainab Fatima - Secondary PGCE Science: Physics - Class of 2024

I want to be a teacher because I am passionate about sharing my knowledge and guiding others in their learning journeys. Throughout my own educational journey, I have been inspired by teachers who made a difference in my life, and I want to pay that forward. Also, this profession aligns with my strengths and through teaching I can make positive impacts on others lives. 

 

Zainab holds an undergraduate degree in electrical engineering from Mehran University of Engineering and Technology, Pakistan. After graduating, she started working as a teaching assistant in same university, supporting students with their lab work and facilitating various academic activities. Additionally, Zainab has practical field experience from working as an assistant manager at a textile mill in Pakistan. After relocating to the UK, she transitioned into teaching roles, working as a cover supervisor in various secondary schools.

Zainab has secured a new teaching job at the Noel-Baker Academy in Derby.

Below Zainab answers a series of questions about his experience on the PGCE course.

Q. Why did you choose the University of Nottingham to do your PGCE?

I chose the University of Nottingham's PGCE course because of its strong reputation in teacher education. The programme combines solid academic training with practical classroom experience, which I believe is crucial for developing effective teaching skills. Additionally, the university's focus on research-based teaching ensures that the course content is up to date with the latest educational methods. The supportive learning environment and the chance to collaborate with a diverse group of future teachers also attracted me, as I value learning from different perspectives.

Q. What did you think about the university-based academic sessions on the PGCE?

The university-based academic sessions were immensely beneficial and encouraging, greatly contributing to my development as a teacher. We explored various teaching theories and pedagogies, which significantly enhanced my instructional skills. The tutors delivering these lessons were exceptional; I gained valuable insights into positivity, professionalism, humour, and engagement from them. Additionally, the sessions on schools and society were outstanding, offering crucial strategies for managing students with behavioural issues.

Q. How did your tutors and/or the school-based mentors support you during your course?

I cannot emphasise enough the amount of support available on the course. I always felt that there was someone to turn to. My university tutor, and other tutors on the course, checked in frequently and were always willing and available to discuss or help with any issues or concerns. In addition to academic support, they were incredibly helpful when it came time to look for a job, helping with cover letter writing and mock interview sessions.  

My school-based mentors in both placements were also fantastically supportive. Their positive feedback gave me the confidence to keep pushing myself, and through their guidance and advice have helped me develop into the teacher I wanted to be.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

A typical day on placement involved a mix of teaching, planning, and engaging in school activities. My day usually started with preparing lesson plans and materials before the pupils arrived. I then taught several classes, implementing the lessons and managing the classroom environment. Between classes, I participated in staff meetings, collaborated with colleagues, and attended professional development sessions.

Additionally, I participated in parents' evenings, where I discussed pupils' progress and collaborated with parents to support their children's learning. This involvement allowed me to build stronger relationships within the school community and gain a comprehensive understanding of the teaching profession.

Q. Did you get involved in any enrichment activities? How did they help?

Yes, I took part in various enrichment activities such as extra training sessions and school events. For example, I attended workshops on differentiated instruction and classroom technology integration, which provided me with advanced teaching strategies. I also participated in seminars on student mental health and well-being, enhancing my ability to support students holistically. Additionally, I went on educational tours with pupils, which helped build stronger teacher-pupil relationships and provided valuable experiential learning opportunities. These experiences were essential for my growth, making me a more effective and confident teacher.

Q. What was the best part of the course?

The best part of my course was the hands-on teaching experience during my placements. Being able to apply theoretical knowledge in real classroom settings was invaluable. This practical experience allowed me to develop my teaching skills, receive immediate feedback from experienced mentors, and build confidence in managing a classroom. Additionally, the opportunity to interact with diverse pupils and colleagues enriched my understanding of different educational approaches and student needs. These real-world experiences were the highlight of my course and crucial for my growth as a teacher.

Q. What advice would you give to someone thinking of studying a PGCE course?

If you're thinking about studying for a PGCE, my advice would be to ensure you are truly passionate about teaching and working with pupils. The course is demanding and requires a strong commitment to both academic work and practical experience. It’s important to be prepared for long hours, including lesson planning and assessments. 

Additionally, take advantage of any opportunities for extra training and involvement in school activities, as these experiences can significantly enhance your skills and understanding of the teaching profession. Finally, build a strong support network of peers and mentors; their guidance and feedback will be invaluable throughout your journey.

Dr Bryan Rithesh Miranda - Secondary PGCE Science: Physics - Class of 2024

I wanted to give back to society and contribute to making the world a better and empathetical place. The future of tomorrow are the students of today.

 

Bryan has been a teacher for more than a decade now in his home country of India. He has progressed in his teaching career from secondary school level to teaching physics at undergraduate and postgraduate level. From teaching and guiding students, he has also worked training teachers at various levels. Whilst his career has progressed well, he wanted to obtain a formal PGCE qualification to open up further teaching opportunities in other countries.

As an international student, Bryan needed a sponsored visa to work in the UK, so was lucky enough to secure a job teaching at Saint Benedict's Catholic Voluntary Academy in Derby, who offer this sponsorship.

Below Bryan answers a series of questions about his experience on the PGCE course.

Q. Why did you choose the University of Nottingham to do your PGCE?

I was interviewed for the PGCE at Kings College London almost at the same time as the University of Nottingham. As I was moving from India to the UK, the cost of living was a factor I had to consider and it is lower Nottingham compared to London. I also felt a different and good vibe during my online interview with staff at the University of Nottingham and felt this was the place for me.

Q. What did you think about the university-based academic sessions on the PGCE?

The university-based academic sessions were unique and thought-provoking. The sessions have been planned to help us explore our own teaching styles.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

Alongside the teaching, there is time allocated for preparation of lessons. I have been part of the STEM clubs and parents' evening. I also attended whole school CPD sessions and departmental CPD sessions, these were good and helped with my professional development.

Q. What was the best part of the course?

I cannot pick a best part, every part of the course was useful. 

Q. What advice would you give to someone thinking of studying a PGCE course?

If you are an international student, who wants to teach in the UK after completion of the course, make sure that you are on a look out for sponsored visa jobs.

The course is stressful especially if you are away from family, so be involved in your community and it should help. 

Olivia Harrison - Secondary PGCE Science: Chemistry - Class of 2023

I had trouble verbalising why I wanted to be a teacher at the beginning of the course. Having now taught a couple hundred lessons, teaching truly is a job like no other. Every single day is different, and every single student brings something unique into your classroom. Even in just one year, I already have had so many incredible experiences, and I know there will be many more. Teaching is challenging, but it is also genuinely fun!

 

Olivia studied a BSc Chemistry at the University of Nottingham and came straight on to the PGCE course from her undergraduate degree. She always had teaching in the back of her mind as a potential career option, but a placement at a local school during her undergraduate course cemented it as a career choice for her.

Olivia has a new job at a school in Derbyshire. One of her friends from the PGCE course did her placement at this school and also has a job there so they will be working together.

Below Olivia answers a series of questions about his experience on the PGCE course.

Q. Why did you choose to stay at the University of Nottingham to do your PGCE?

I chose the university for my PGCE because of my experience at the interview. From the very beginning it was so relaxed and friendly and I immediately felt at ease. The pastoral support was also a big reason and it really has made a difference for me this year. 

Q: What are the main skills from your UG course that you've found helpful for this postgraduate level course?

A skill from my undergraduate course which I have found useful in this postgraduate course is the advice I got on searching for academic papers and using the library effectively. 

Q. What did you think about the university-based academic sessions on the PGCE?

I found the university-based sessions of the PGCE very enjoyable. It was weird at first to be back in a classroom rather than a lecture hall, but it really provided a great atmosphere for discussions and learning from each other’s experiences. As well as sessions with your subject, the schools and society sessions were cross-subject, and it was a great opportunity to look at the broader world of education and hear from different perspectives.

Q. How did your tutors and/or the school-based mentors support you during your course?

I cannot emphasise enough the amount of support available on the course. I always felt that there was someone to turn to. My university tutor, and other tutors on the course, checked in frequently and were always willing and available to discuss or help with any issues or concerns. In addition to academic support, they were incredibly helpful when it came time to look for a job, helping with cover letter writing and mock interview sessions.  

My school-based mentors in both placements were also fantastically supportive. Their positive feedback gave me the confidence to keep pushing myself, and through their guidance and advice have helped me develop into the teacher I wanted to be.

Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?

On a typical day on placement, I drove in with another PGCE student. When we got into school, we would prepare our worksheets and catch up with the department, then go to see our form groups. In between teaching lessons, the department would all sit together and talk in an empty classroom, which was a lovely opportunity to take a break and grab a coffee between lessons. All the staff were incredibly friendly and supportive, always willing to answer questions and share their vast experience. After school, driving home with another student allowed us to debrief from the day and relax before we got home. 

Q. Did you get involved in any enrichment activities? How did they help?

I presented at the University Teaching and Learning Conference in April. It was really interesting to hear from other members of the education community and to collaborate with university staff on presenting a subject I am so passionate about.  

I also had several opportunities to teach and assist in different contexts: in addition to secondary, I taught in a primary school and a special school. These alternative placements were so valuable for broadening my experiences and knowledge. 

Q. What was the best part of the course?

The best part of the course, besides the highs of some of my best lessons, were the lab-based university days. These sessions were a lot of fun as we got to practice and plan various demonstrations and practical activities for teaching science. We also frequently got to learn from a wide range of external science teachers and specialists who could introduce us to so many new and interesting things, complete with expert tips and tricks. Having a relaxed environment to practice in was both informative and a great opportunity to keep the joy of fun, hands-on science alive. 

Q. What advice would you give to someone thinking of studying a PGCE course?

The best bit of advice I can give is build relationships with your course mates and support each other. Establish a regular social activity and make it part of your routine; after a long week in school, knowing that your friends are waiting to hear all about it and swap stories and experiences is invaluable.