糖心原创

Kat Newton

There are so many reasons I’ve always wanted to teach, mostly that I find the way children look at the world completely inspirational and that I want to make a positive difference in my community.  And I know I’m not supposed to say this, but the holidays are a bonus, particularly as I have children of my own.

 

Prior to teaching, Kat was in local government for twenty years, including ten years in democratic services, which she absolutely loved. With reorganisation looming, she decided she wasn’t going to get sad, she was going to get better and do something even more useful for her community. She had always thought about teaching and decided to follow her dream!

Whilst on the course, Kat visited a primary school during a languages acquisition immersive practice day and thought it was exactly the sort of place she'd like to work, so was delighted to secure a teaching position there.

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

Q: Why did you choose the 糖心原创 PGCE course?

I chose the 糖心原创 because the tutors were so friendly on the open days and I liked how the course was organised.  

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

The university-based sessions have been thoughtful and supportive, as well as a lot of fun. I was worried about doing this course as an older person, but everyone has welcomed me and I’ve never felt out of place.

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

The tutors and school-based mentors have all been amazing. Although I’d had a long career in a public facing environment prior to retraining, my experience in school was quite limited. I needed lots of support to make that leap from reading volunteer to class teacher, but with everyone’s help I found my strict voice and a confident presence.

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

The wonderful thing about teaching in a primary school is that there is so much going on! It’s a cliché, but there is no typical day, so the children are a constant and getting to know them is really important to being involved in the life of the school.

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

I was able to take part in extra training, staff meetings, marking moderations, parent’s evenings and celebrations.  These are the things that make you a part of the wider community of a school.

Q. What was the best part of the course?

Finding where I was meant to be. I realised early on that I wanted to be in schools, working hard for my pupils and this is what kept me going throughout the course. I love the sense of community and being part of a team.

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

I think the best thing I did before taking on this course was to volunteer in a school. It gave me a realistic idea of what schools are like. Feeling like I could fit into that environment meant that I was confident in making that decision to train to teach.

Becca Dormer

Teaching is something I have always been interested in pursuing but my time as a relief teaching assistant really solidified the career choice for me. It highlighted how much of an impact educators can make on children’s lives, and I wanted to make that difference too.

 

Becca studied criminology at the 糖心原创 prior to applying for the PGCE. She has worked with children since she was 15, coaching a variety of sports and worked as a sports coach in a school in Nottingham whilst studying her criminology degree. During this time, she also undertook a relief teaching assistant role which inspired her to apply for the course.

Prior to moving to Nottingham to attend university, Becca lived in Milton Keynes and is returning there for her new teaching job. She will have a year two class in September, but was lucky enough to start the job in July 2025 (the week after the PGCE course ended!). This allowed her to get to know her school community prior to September and said it was amazing to get familiar with some of her class before the summer holidays. 

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

Q: Why did you choose the 糖心原创 PGCE course?

I chose to stay at the 糖心原创 after my undergraduate study due to the community that Nottingham provided for me. Through the sports clubs I was a member of, I had a strong social circle, which allowed me to maintain my work/life balance during the course. 

Q. If you came straight to the PGCE from a 糖心原创 undergraduate degree, what are the main skills from your undergraduate course that you’ve found helpful for this postgraduate course?

After deciding to pursue teaching as a career, I was able to select certain modules in my third year which allowed me insight into social issues in education. This has been invaluable during the time on my PGCE, where I have been able to reflect upon theoretical learning in a real-life situation. 

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

The university-based academic sessions helped provide a real foundation for my teaching practice. They gave me insight into relevant educational theorists and research which underpins my teaching methods today. The university sessions also created an amazing opportunity to meet alike people and form friendships with others on the PGCE course. 

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

The university tutors were amazing. Due to exceptional personal circumstances, I faced challenges during my time on the course and they were extremely supportive, providing me with the necessary tools to ensure that I could continue to thrive on the course and learn whilst navigating these issues. 

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

No two days on placement were ever the same (which is what I loved about it!). Normally I would arrive at school  with enough time before the children did to ensure that I was prepared for the day and the lessons I had planned to teach. Often days included liaising with my school-based mentor, discussing lesson plans and my delivery of these to make sure I was teaching to my full potential. I took every opportunity to be involved in the wider life of the school which absolutely made placement more enjoyable and made me feel like a part of the school community.

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

I took opportunities to extend my knowledge by attending staff meetings and extra training if they were available to me. This helped me gain more knowledge of the curriculum. 

Through the course, I was able to attend several different schools for enrichment days/weeks. This included spending a week in early years foundation stage (EYFS) and another in a special educational needs and disabilities (SEND) school, as well as half days in other local schools focusing on oracy and English as an additional language (EAL). These were really beneficial to my practice, and also let me gain insight into the type of school I wanted to work in after the course was finished. 

Q. What was the best part of the course?

My favourite part of the course was the university sessions, I loved being able to talk to people who were going through the same experiences as me! I made some amazing friends on the course and it’s been so lovely to be able to maintain that contact over summer as we all look forward to our first teaching roles! 

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

I would say that having some experience in a school prior to the course is extremely beneficial! Even if it’s a couple of days of work experience/volunteer work. I think me having experience in a school allowed me to have insight into what the school placements might be like.The course is really tricky, so never be afraid to ask for help. 
Take every opportunity and most of all just enjoy it! It’s a fab year! 

Riya Reji

I have always wanted to pursue teaching because of the gem of educators who has inspired me to make a change. 

 

Riya studied a Masters in English and Cultural Studies which provided her with an holistic world view and multiple opportunities to excel outside of the classroom space, including a one-year module of practice teaching.

Riya has secured a job teaching year three at the school where she had her second PGCE placement.

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

Q: Why did you choose the 糖心原创 PGCE course?

While researching universities abroad, Nottingham stood out to me because of its honourable reputation, ranking and employment opportunities, as well as in terms of its diversity and student outputs and accomplishments by the end of their PGCE course. 

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

These sessions have been profoundly helpful and well researched with key takeaways to practice in school. Specifically the immersive practice days were very well rounded with aspects that every beginning teacher can apply during their placements.

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

Both my tutors and school mentors were been extremely open and helpful in allowing me to settle well into this totally new place, culture and the course. They gave me ample space for reflection and always rooted for me to give my best. I have had the best time working and growing with them during this professional course.

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

By using my planning days to full advantage, I prepared resources beforehand which gave me good time in the morning to go through setting the classroom, sticking final bits in the books and talking through the lesson where support was required with the teaching assistant. During both placements I did take part in various events like parents evening, trips and the school summer fayre, which helped me immerse myself in the larger school community.

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

I completed various safeguarding training as part of my induction for next year. I also enrolled myself into the British Sign Language (BSL) course which was essential during my second placement. While enjoying learning this new life skill, I have also had the opportunity to teach it!

Q. What was the best part of the course?

I personally enjoyed the placements the most. It has been a reflective journey with both ups and downs, but overall a very memorable one!

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

Always be organised and take it easy! If you have doubts/worries talk to people. Don’t worry if you don’t feel like you fit right in, it will happen in time. It is going to be a rewarding course and kids can be so funny!

Emily Francis

I am passionate about working with children. I believe that every child should be helped to reach their full potential and working as a teacher can help them to reach that potential. Throughout my own education, teachers have played an incredibly important role in helping shape my positive attitude towards learning and I hope that by acting as a positive role model I will be able to impart my love of learning on the next generation of young learners. Teaching is a very rewarding profession, and I look forward to building relationships with children in my class.

 

Emily completed a BSc Psychology (Educational and Developmental) degree at Nottingham Trent University. where completing modules relating to children and education further reinforced her aspirations to become a primary teacher. Having always had a passion for working with children, she took opportunities to work in schools as part of a Students in Classrooms programme during years two and three of her degree, which enabled her to gain more experience working with young children in a classroom setting, and confirmed that she wanted to pursue a teaching career.

Emily will be starting a new job in Cheltenham teaching lower Key Stage 2.

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

Q: Why did you choose the 糖心原创 PGCE course?

I chose the 糖心原创 course as your time in school working with children starts from week one, you are supported by both a personal tutor at university and mentor at school, and the focus of the year is all about becoming a better teacher. Coming from a psychology background, I have a keen interest in research and I loved how the course supported me in connecting theory and teaching practice. The structure of the course also allowed for many enrichment opportunities, including alternative school experiences, working with children with SEND and several immersion days.

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

I really enjoyed the teaching sessions at university as I felt they were structured well to build up both my subject and pedagogic knowledge. The timing of university sessions related well to my experiences on placements in schools, and I was able to put what I had learnt into practice when working in each school. In addition to the tutors having great knowledge to learn from, guest lecturers also shared their knowledge and experiences in their specialised subject areas. I also found the university sessions to be a great opportunity to catch up with friends and peers on the course as everyone is experiencing similar things on placement.

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

Everyone was a great support throughout the course. I would have regular meetings with my personal tutor and I was able to build a really positive relationship with her as she observed my teaching several times during the year to see my progression. I felt as though I was able to go to her if I ever needed anything.

On both my placements, I had very supportive school-based mentors. I would have weekly mentor meetings with them to discuss my progress on the previous weeks’ targets, tasks I had completed related to university learning, extra-curricular activities I had participated in at school and set new targets for the following week. Both my mentors provided great guidance and encouraged me to take on more responsibility and make decisions as the new class teacher. Having a different mentor to my class teacher on my second placement was also amazing as I was able to seek advice and support from both teachers.

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

I would arrive at school and catch up with my mentor and/or class teacher, help set up the classroom for the day and prepare any resources. When the children arrived, I would welcome them into the classroom and help them get started on their morning task. After taking the register, I would go through the timetable for the day with the children before delivering lessons. At lunchtime, I would chat with my key stage team and then deliver the afternoon lessons. After school, I would attend any staff briefings or meetings, take part in after school clubs or mark children's work. I also attended parents' evenings and participated in several local school trips. 

Q. What was the best part of the course?

The best part of the course for me was the relationships that I built – from making lifelong friends at university, to personal and professional relationships with my personal tutor and school-based mentors, as well as the various members of school staff I worked alongside and, of course, all the amazing children I had the pleasure of teaching!

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

Get your application in! I had the most amazing year learning how to be a teacher and feel as though I have learnt so much, so I would encourage anyone interested in becoming a teacher to apply for this PGCE course.

Vivek Mandaliya

I want to be a teacher to inspire children and challenge them to be the best version of themselves. It is important that children see education as an enjoyable experience rather than a chore and I want to make that possible for them. I understand that many children struggle with a range of problems in and out of school and I believe I can support them and help them grow.

 

Vivek has a marketing degree and also has also been a maths and English tutor since he was 16. 

Vivek has secured a teaching job at Forest Lodge Academy in Leicester where he completed his second placement and also worked there as a one-to-one teaching assistant during a break from the course. He was therefore able to build relationships around the school and felt everyone was very supportive of him during his time there. He's really pleased to be going back to Forest Lodge as he feels he is a great fit would like to give back for the help he has received from all the staff there. 

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

Q: Why did you choose the 糖心原创 PGCE course?

I chose the 糖心原创 PGCE course because of how the year is set out. The opportunities of enrichment activities and large blocks of placement enticed me as I am a practical learner and felt that I would learn a lot on the job.

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

The university-based academic sessions were effective as the tutors that delivered the sessions were able to provide a lot of practical learning alongside the theory we were taught. There was also a good amount of guest speakers who were able to give us different perspectives of teaching in their specialised subject areas. 

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

Our tutors held regular meetings and provided effective feedback supporting my development as a teacher. They were approachable and even if you weren’t able to speak to your personal tutor, you could go to any of them. 

My school-based mentors were also great as they also supported my development through meetings and frequent discussions about what was going well and what I could improve on. In my second placement my tutor gave me a lot of responsibility and independence which helped me a lot, but he  was always there when I was struggling or had any questions. 

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

On a typical day, I’d get to school early, set up my class and the resources for that day's lessons before greeting the children and parents at the door. This helped a lot with building relationships with the parents of the children. After doing the admin tasks at the start (register and lunch), I would deliver my lessons. At the end of the day I would send children out, greeting parents again. If there was anything to pass on, I would discuss with them whether that was positive praise or areas of improvement. After the school day had finished I would stay behind, mark books, input any assessment data required, prep for the next day and head home. 

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

The university offered enrichment days and weeks. We had a week working in an Early Years (EYFS) class and a week working with children with Special Educational Needs (SEN). These two weeks gave me a view on the wider aspects of education and I learnt a lot from these experiences. As well as this, we learnt about bilingual learners and children with English as an Additional Language (EAL) and were given the opportunity to visit schools with high levels of EAL for a day to understand how teaching can be adapted to support all learners. This helped a lot in my second placement as I encountered many children with EAL. Finally we had a day at St Ann’s Community Orchard where we learnt about outdoor learning, how it can be implemented into our teaching and the benefits of it. 

Q. What was the best part of the course?

My favourite part of the course was the people I met and built friendships with. I struggled a lot when I was on course and I had to take a break halfway through the year, but was supported a lot by my friends and the tutors. They were all very encouraging, as well as the new friends I made when I rejoined the course. I was able to take time out, gain experience, carry on the course and pass because of the support from the people around me. 

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

Although the course is really fun it’s definitely a challenge and it’s really important to stay organised and consistent throughout the year. I struggled with this the first time and I was fortunate to have a supportive team around me to help me. Make sure to speak to the people available whether it’s the tutors, your mentor, or even other teachers around the school you’re in when you need help. Finally, take advantage of different opportunities and enjoy the course!

Hannah Hirst

I want to be a teacher to better children’s education and create a better learning environment for children. When I was younger, I always grew up with brilliant teachers as role models not only in school but also at home as both my parents have been secondary teachers. I think anyone in the profession goes into it because they really care about children and want to make a difference. I think it is so important children feel empowered in their education and I would like to create that for them within my classroom.

 

Hannah studied costume design (stage and screen) at Nottingham Trent University. Growing up she always enjoyed the dramatic arts and textiles but was torn between teaching and arts when choosing her undergraduate degree and eventually decided to do something creative. In her final year, she made a costume for theatre education, showing a natural pull to education. When finishing her degree and deciding what to do next, she wanted to do some form of teaching with younger children so decided to pursue a teaching career in primary education. 

Hannah is very happy to have secured a teaching job as a year 3 teacher at Ambleside Academy in Nottingham, where she undertook her first PGCE placement, so she is excited to go back to where it all began.  

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

Q: Why did you choose the 糖心原创 PGCE course?

I choose the 糖心原创 as I wanted to go to a different university than my undergraduate degree. I had heard amazing things about the course and thought the interview process looked like something I would like to go through. It’s a prestigious university and I wanted to widen my opportunities and learning by having education from two different universities. 

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

I feel like my degree prepared me for different subjects I have had to teach on the course such as art and design and technology. 

Dissertation writing prepared me for the format of different academic writing and establishing key research techniques.

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

I really enjoyed the university sessions and have been able to gain key understandings of all things primary related. I also enjoyed the foundation lesson seminars. It was good to be able to come back into university to discuss problems and highlight key moments of learning with peers.  

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

I felt really supported by both my school-based mentors and university tutors. I got regular check ins with both where I was able to speak freely about concerns and ask questions about oncoming events and I got feedback which guided my learning to better my teaching practice.

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

In all my school placements I have been able to learn skills day to day. I was able to conduct the teacher tasks of registering and submitting data for assessment. I got to plan and teach my lessons whilst also feeling included within the schools community. I got invited to several trips such as the theatre, history castle trip and orchestra live to watch children play instruments. It was also enriching to take part in after school clubs such as sewing club and choir. 

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

In the enrichment weeks I got to take part in specialised training for special educational needs and disabilities (SEND) and early years foundation stage (EYFS), as well as being invited to go to a meeting for newly qualified early careers teachers (ECTs) to see different perspectives on these provisions. In my placements I got enriching experiences such as anti-sematic training, PREVENT and British Sign Language (BSL) to deal with current issues within classrooms and how to help.

Q. What was the best part of the course?

I really enjoyed making new friends on the course throughout placements. I have also really enjoyed having expert delivery from the tutors and other specialised guest speakers. I feel I have been really supported through my time at the 糖心原创 and found teaching to be interesting and useful.  

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

I would say it’s so worth it if you want a challenge that is enriching and fun. However it is hard work but it will be the best feeling when you’re qualified. You will make friends and connections for life and throughout your career.