Secondary Initial Teacher Education alumni profiles
You can use the links below to navigate to subject-specific profiles, but please do take some time to look through some profiles for other subjects as they may address different aspects of the course to the profile/s of the subject you wish to teach.
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!!
Ciara Daly - Secondary PGCE Geography - Class of 2022
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!
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.
Olivia Leport - Secondary PGCE History - Class of 2022
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 - Class of 2022
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.
Daniel Haines - Secondary PGCE Maths - Class of 2023
Maths was always my favourite subject at school. I wanted to get into a career that would make a difference to other people. I thought, why not combine these two things and become a maths teacher? If I could have the same impact on students that my teachers did when I was at school, then that would make me happy.
Having completed a maths degree at the University of Nottingham in 2021, Daniel took some time out to consider what career he wanted. After a few months of research and applications for jobs that didn't really interest him, he started looking into teaching. As he already knew the university and that it was a good fit for him, he applied for a PGCE here. At his interview, Daniel was impressed by the enthusiasm of tutor Mark, and felt he was someone that he could learn a lot from.
Daniel secured a teaching job at the school where he had his second placement - Belper School and Sixth Form Centre in Derbyshire.
Below Daniel 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?
Time management - it's one of the most important skills for a teacher. Juggling university work and planning lessons was really daunting at first but once I planned things properly, it became much easier. Good time management also allowed me to continue doing things I enjoyed outside of work.
Q. What did you think about the university-based academic sessions?
They were very helpful in my development as I could learn from expert teachers and from my peers on the course. They also gave us opportunities to check how our course mates were getting on and share things we had learned from our respective placement schools. Seeing the others on the course was always a highlight of the time in university.
Q. How did your tutors and/or the school-based mentors support you during your course?
Both mentors I had in my placement schools were excellent and made the course extremely enjoyable. This was also true for the university tutors. If there was ever anything I was not sure of, I was not afraid to ask because I knew that my mentor would be happy to help me and would not judge me. Being able to communicate effectively with my mentors and tutors was vital in my development as a teacher. If I had any issues, they had likely helped someone with a similar issue before, so it is just a case of letting them know what help you need or what you are struggling with.
Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?
I would aim to get to school early so I could organise myself for the day. This helped me settle and focus on the lessons I was going to be teaching that day. Towards the end of the course, you are teaching a few lessons in a day but still have some free periods. I would use the free periods to plan upcoming lessons. I would stay behind after school for a while to get lessons planned too so that I did not have to take work home with me. This allowed me to switch off when I got home and rest properly.
I got involved with parents’ evenings for the classes that I taught. I also helped at the open evening for Year 6 students in the first few of weeks of my first placement. I tried to make the most of the opportunities and offering to help at both placement schools ensured that I made a good impression. Showing commitment and willingness to help at these events can give you a bit of a head start if your placement schools have jobs going!
Q. Did you get involved in any enrichment activities? How did they help?
I took part in the departmental and whole school development sessions whenever they were on. It was a good opportunity to meet more teachers from other faculties and to see how established teachers are continuing to develop themselves.
Q. What was the best part of the course?
The people that I met through the course were the highlight for me. We all got to know each other very well early and really got on well together. The other teachers and students I met at my placement schools were great too and I am excited to start in September to meet my new classes and also to see those that I taught during my placement.
Q. What advice would you give to someone thinking of studying a PGCE course?
If you can, go into a local school before you start the course to get a feel for being in a school. I was unsure about applying for a place on the course before I had any experience at all, but after visiting my old school a few times, it made me realise that I wanted to teach.
Calton Mupfumbati - Secondary PGCE Maths - Class of 2023
I have witnessed first-hand how knowledge and understanding can change how someone views themselves and views life, and this empowers them to be able to make a meaningful change for themselves and/or for others. As a teacher, I would love to provide an understanding to pupils that allows them to empower themselves and be more in control of their present and future.
Calton studied a BA Politics and International Relations at the University of Nottingham having taken maths, economics and religious studies at A Level. He started tutoring at 12, later worked at a tutoring school and then eventually became self-employed as a tutor and has also been a volunteer tutor.
It was very convenient for Calton to stay at Nottingham for his PGCE as he knew the city and a few people already. However, he also heard very good things about the PGCE course offered at Nottingham, even in interviews for other PGCE courses, and this made it more appealing to him.
Calton has secured a new teaching role in a school in Birmingham.
Below Calton 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?
Time management, essay writing, reading and critical analysis.
Q. How did your tutors and/or the school-based mentors support you during your course?
They always helped and provided answers to any queries that I had or guided me to somewhere where I could find answers. Even when I could not be in school, my tutor made efforts to make sure that I was still making meaningful progress on the course. I was given frequent feedback on how to develop as a teacher.
Q. Can you describe a typical day on placement – did you get involved in anything like clubs, parents’ evening etc?
From very early on I took over my form group, I also attended debate club every Monday lunch as well as undertaking break duties every Wednesday and Thursday.
I usually got to school for 8am to get myself organised for the day and do any admin tasks that were needed. Mornings consisted of form time. Then I would either have a lesson or a free period. In my free periods I made efforts to observe other teachers, plan some upcoming lessons, or evaluate on my feedback from prior lessons. The school day finished at 3pm, so afterwards I would stay in school for a while to do some more planning and evaluating. I would also do printing for coming lessons in the next few days after school. After school I would also find time to discuss lesson plans and ideas with my mentor or other members of staff.
Q. Did you get involved in any enrichment activities? How did they help?
I took a subject knowledge enhancement course prior to beginning my PGCE and this helped a lot in terms of getting back to a good level in my mathematical competency.
Q. What was the best part of the course?
Getting to the end!!
Q. What advice would you give to someone thinking of studying a PGCE course?
Be patient with yourself as a teacher, you will have good days and bad days but always remember why you got into teaching and use that as your drive.
Yasmin Khandakar-Uddin - Secondary PGCE Maths - Class of 2022
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 - Class of 2022
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.
Ozcan Inanli - Secondary PGCE Modern Languages - Class of 2022
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
- Reflect on your motivations for embarking on a PGCE course
- Be super organised
- Have a positive growth mindset
- Celebrate all the positives and small successes
- Persevere
- Schedule downtime one day a week to do something you really enjoy and don't neglect your hobbies
- 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 - Class of 2022
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!
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.