糖心原创

Megan Harrison - Secondary PGCE English - Class of 2025

I’m definitely not someone who always wanted to be a teacher,  however, from a young age I knew I wanted to do something that helped people. During my school career, I had a few teachers who made a huge difference to my life and the idea that I can be that for someone else is amazing. I both love children and English is a passion of mine so being able to teach my passion to young people is a win-win in my opinion. Teaching is a career that will allow me to make a positive impact on young lives and will also keep me fulfilled and challenged. 

 

Doing a BA English degree at the 糖心原创 solidified Megan's love for studying English and the idea of entering a career that wasn’t focussed on English in some way was extremely undesirable to her. She had some teaching experience prior to starting her PGCE as during her gap year, she tutored English GCSE pupils.

Megan will be starting her new teaching job at Nottingham University Samworth Academy.

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

Q. Why did you choose to stay at the university to do your PGCE?

Nottingham is such a supportive university and the idea of leaving after completing my undergraduate degree for a different university felt wrong. The city is amazing and there is something for everyone. The campus and social opportunities are great and the friends I have made here will last a lifetime. I am a completely different person (for the better!) from who I was when I started at the 糖心原创 – I can’t recommend it enough! 

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

My undergraduate degree taught me dedication and self-discipline. Teaching is a career in which you are often left to manage your own time and responsibilities so this was an extremely useful skill when studying the PGCE. 

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

The university days were great as they allowed us as a cohort to share experiences and offer advice (and sometimes just have a gossip). After the hectic experience of a placement-filled week, these days were brilliant in helping us remember the bigger picture and support each other. 

The sessions were really insightful, and it was easy to see how each academic session could be applied to classroom practise. I always left each session with so many ideas that I wanted to implement in the classroom straight away. The university tutors were so supportive and it was really helpful to share our experiences with experts in the field and get back such useful advice.

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

I can confidently say that I would have struggled to complete the course at all had it not been for the incredible support from my school-based mentors and tutors. 

My mentors were so patient and understanding, offering genuinely useful support and advice, with our weekly mentor meetings serving to support my development both as a teacher and a professional. Not only were these teacher mentors in a professional setting, they became people I view as friends. I am so grateful for the support I received from them throughout my placements, and I would not be the teacher I am today without them.

The university tutors are fantastic, their pedagogical knowledge is second to none and I left every tutorial or academic session more prepared for my ECT years than when I entered. 

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

On placement, your go-to person for questions and support is your mentor. They will be ready and keen to help and support wherever you need. You’ll typically start a morning in either a staff briefing or the staff room, completing any final preparation (that you definitely should have completed the night before!) and catching up with staff. 

You’ll begin to build up the amount of lessons you teach as you develop through the course – this will seem scary at the beginning, but by the end of the course it will be second nature. You will receive formal and informal feedback from your mentor and other subject teachers after you have taught and you’ll use these to form and improve your future teaching practise. 

After school, you may have department meetings or school-wide CPD – these can seem frustrating after a long day of teaching, but they are actually really useful, helping you bond with your colleagues and providing you with training to list on any job applications. 

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

Over my placements, I took part in a few CPD sessions provided by external organisations. These were really useful as they demonstrated how other schools approach challenges and methods of teaching. 

I also recommend getting involved in a club or extracurricular in some way – this helped me connect with the pupils I taught and was useful both in and outside the classroom.

Q. What was the best part of the course?

It may sound cliché, but the best part of the course was the children. You never know what to expect when walking into a classroom full of 30 teenagers and there is something so exciting about each day being different. I learnt just as much from the pupils as they (hopefully) did from me.

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

Be patient with yourself! Teaching is hard – the best teachers you observe will make it look easy, but I promise it’s not. Eventually, you’ll feel it click and everything will fall into place. It’s hard work but it is the most rewarding thing in the world and I can’t believe I get to do this as a career.

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 糖心原创. 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 糖心原创 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 糖心原创 to do your PGCE?

The staff at the 糖心原创 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!

Emilia Makarewicz - Secondary PGCE Geography - Class of 2025

All my life, teaching was a career that was in the back of my mind. My mum is a teacher and so I have had a first hand experience of what it takes and the difference you can make to a pupil's life. At school my teachers (in particular my geography teachers) were an inspiration and I remember my time in their classroom very fondly. The idea that I could carry that impact on and attempt to live up to the difference those teachers made in my life, was enough to persuade me to become a teacher. I hope to make them all proud.

 

Following the successful completion of her BSc Geography course here at Nottingham, Emilia stayed at the university and progressed to a master's course studying environmental leadership and management. However, she quickly realised she had the passion for teaching people about the topics and issues she had studied and subsequently applied for the PGCE course.

Emilia will be returning to her home city of London to start her new teaching job. She is sad to be leaving Nottingham behind and says her placement schools were wonderful schools to be part of.

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

Q. Why did you choose the 糖心原创 to do your PGCE?

I completed both my degrees at the 糖心原创. I love the city and the friends/memories I made while living there. The area is beautiful and the campus is like no other. I researched the course and was impressed by its trainee support and its credentials through specialists who support you in your journey. This, combined with the location, made my decision easy and I decided to extended my studies in Nottingham.

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

They give you an opportunity to regroup with your fellow PGCE students and debrief anything that happened throughout the week, as well as covering learning theories. The sessions were very insightful and helped us relate reading and the academic side of how students learn to how you actually implement these strategies in the classroom, combining both theoretical and practical elements. In geography, every time we gathered after a placement week we discussed a ‘critical incident’ during our placement which meant we really got to discuss things that had happened and talk through strategies for the future!

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

At university, you have three tutorials throughout the year where you cover the progress you have made and your changing beliefs about different elements of teaching. The university-based tutors are experts in their fields and are extremely knowledgeable and always happy to help.

On placement, you have weekly mentor meeting where you discuss any targets and what is going well in your training. Your school based mentors are so friendly and most have been where you have before so fully understand what it takes and are extremely helpful!

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

In the mornings, you attend general staff briefings or meetings depending on your school set up. If there's no meetings you spend the time before school sorting out resources and your lessons. You get fully involved in school life, which includes battling the photocopier!

During the days you will teach a series of lessons and get observed, where teachers provide you with feedback and targets for improvement. You will also be shadowing a form tutor, personally this was my favourite part. I got to really form relationships with the pupils and be more than a subject teacher - a point of contact for them throughout the day.

After school, you may attend any whole school training (CPD), meetings or events, such as parents' or open evenings. I took the lead on some parents' evenings – again giving invaluable experience for my ECT years. 

Q. What was the best part of the course?

The best part of the course was the fieldwork planning element. As a geography cohort we spent two planning days in Lea Green, near Matlock and got to not only go on some beautiful walks, but gained first-hand experience of the fieldwork trip planning process. We then had the opportunity to carry out the fieldwork with some Derbyshire schools. The planning days formed long-lasting memories as a cohort, including some tree hugging and brought us very close together but also strengthened key skills as geography teachers, such as finding where the geography actually is!

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

My advice would be to keep pushing. There are definitely pinch points, however when you get through them you realise how useful it all was to your practice. I would buy a planner as organisation is so important in the school, knowing what classes you're teaching, when, and also writing in any observations and tasks for the week. 

Oh an buy a board clicker! It is the most useful thing I have purchased and it makes teaching lessons so much easier!

Lucy Woodliffe - Secondary PGCE Geography - Class of 2025

I have always had a desire to be a teacher, but this grew during my time as a swimming teacher. I really enjoyed working with young people and watching them progress. I got the opportunity to share my passion for swimming. Therefore, I wanted to pair my love for geography and working with young people – so a career in geography teaching was perfect for me! 

Lucy worked part-time as a swimming teacher alongside studying a BSc Geography at Loughborough University. She is excited to start her teaching career at a school in Nottingham.

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

Q. Why did you choose the 糖心原创 to do your PGCE?

I chose the 糖心原创 PGCE course as it had an incredible reputation for support throughout the course, and I liked that it was very subject specific with lots of opportunity to work in my geography cohort. When I first visited Jubilee Campus, I was interviewed by another subject lead who was incredibly encouraging, and it was clear that he wanted me to do well. My subject lead then arranged a phone call, where I could ask any geography specific questions about the course. This showed to me how supportive all the tutors were from the start. 

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

I enjoyed the university-based academic sessions. We had a range of subject specialist visitors that shared good practice on a range of topics. For example, we had multiple sessions on how to effectively use GIS (geographic information system) in the classroom, a meteorologist viewpoint on understanding climate, and implementing drama into the geography classroom. Another part of the course I particularly enjoyed was planning and delivering fieldwork to a partnership school. I think this was such an important element of the course for building confidence with a vital part of the geography curriculum. 

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

Throughout the course both mentors and my university tutor have been incredibly supportive. This includes going above and beyond to give constructive feedback that I can implement into my lessons to ensure gradual improvement overtime. Not only did they support in the classroom, but also wellbeing check-ins and assistance with applying to jobs. 

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

I would typically arrive at school around 7am, as I personally work better in the mornings. I would then make sure all of my resources are printed in my folder ready for the day. This meant I had plenty of time to organise myself ready for the day. Some mornings would start with school-wide or departmental meetings, before form time began. Throughout the day, I would typically teach three lessons per day, but I used my spare frees to plan lessons, complete marking or have my weekly mentor meetings. After school, I would either complete my to-do list for the day, or participate in school-wide training. Then, I headed home around 4:15pm. 

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

As part of the course, I became the student chair for the PGCE secondary Student-Staff Forum (SSF). This involved coordinating feedback between students, course representatives and department staff. I led the SSF meetings to share feedback of student concerns with the aim of supporting the university in adding improvements to the course. I felt this was a fantastic experience that provided additional leadership responsibility but also has boosted my confidence working as team to share good practice. 

Q. What was the best part of the course?

The best part of the course was meeting such incredible people on my cohort. They were always there to share advice, and provide encouragement and support. I have found a fantastic network of beginning teachers that I will stay in touch with throughout my career. 

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

My biggest advice would to remain positive throughout all of the ups and downs. It is an incredible year of progression both professionally and personally. You will grow in confidence and meet some amazing people that will go above and beyond to support and encourage you. Throw yourself into all the opportunities that arise throughout the year as they provide the best memories. Good Luck! 

Louise Plastow - Secondary PGCE Geography - Class of 2024

Initially, I grew up believing I wanted to be a primary school teacher. My mum is a primary school teaching assistant and hearing her stories and helping her with resources instilled the desire in me to also make a difference to children’s lives one day. As I progressed through my own education, I picked up a love and flare for geography. It was by far my best subject at school, and I was lucky enough to also enjoy it! My geography teacher at GCSE and A Level was my favourite teacher and made every lesson so enjoyable that even the difficult concepts were accessible. I aspire to be like him. From here, I realised that I could combine my aspirations of becoming a teacher and my passion for geography by becoming a secondary school geography teacher.

 

Louise completed a BSc degree in geography at Sheffield Hallam. She has always had a desire to teach but had minimal practical experience. While studying her undergraduate degree, she had a part-time job to help with finances - a customer service retail role. Louise says this job significantly helped develop confidence speaking to people she is unfamiliar with and remain professional in situations where perhaps otherwise you might react differently – both which she feels are extremely important in the teaching role.

Louise is excited to get started at a school which is local to her with glowing reviews. She feels the PGCE has prepared her as much as possible for what is to come in her new teaching job.

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

Q. Why did you choose the 糖心原创 to do your PGCE?

Ultimately, I chose the 糖心原创 PGCE course because of how highly it was spoken of and how excited I left my interview feeling. I was fortunate enough to be offered a few interviews for different routes into teaching, with the Nottingham interview being my first. It goes without saying, I was extremely nervous, never having experienced an interview process quite like this. Mal Kerr (geography lead) instantly put me at ease asking questions about my experiences and background, making it obvious he had taken the time to read my application and acknowledge my time and effort. By the end of the interview when Mal extended an offer to join the course, I was so grateful and just wanted to get started (even though the course start date was still 10 months away). Mal encouraged me to attend the other interviews and make sure that I found the entry path that was most suitable to me. It is safe to say that I didn’t leave the other interviews feeling the same buzz and that made my decision easy.

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

With geography, we were so lucky to have two amazing tutors, Mal and Alex, that structured the university-based sessions in a way that made them fit well into what we were experiencing at that time in our placement schools. For example, after we had been in our first placement schools for a week or two, and we were all still understandably slightly hesitant when starting to pick up lessons, they organised a session with a very helpful external speaker on how to use your tone of voice/mannerisms/body language (and lots of other tips and tricks) to help us with our confidence and command the classroom. Obviously, the university tutors have ample teaching experience so their wisdom is evident and are all willing to help you wherever and whenever they can.

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

I feel extremely lucky to have had two amazing placement schools with two equally amazing school-based mentors. Both provided a different type of support to me, but both as equally meaningful. They boosted my confidence when I wasn’t believing in myself and put aside more time than what was required of them for weekly mentor meetings and informal chats, giving me advice and checking in on me when things ranked up a notch.

In the same way, I absolutely could not have successfully completed this course without the support of my university tutors. They absolutely wanted the best for me and my peers and always validated whatever we were feeling throughout the process. Don’t get me wrong, the PGCE year is tough, but with a strong support system it is made so much more doable. My tutors always replied to my panicked emails (and sometimes even phone calls) reassuring me that whatever I was worried about could and would be sorted out.

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

Typically, I would arrive to school at around 7:45am to load up the lessons needed and make sure that I had all my printing done for that day. This also allowed me time to have conversations with my mentor or other class teachers that were needed before the chaos of the school day began, as well as allowing time for whole staff meetings that would take place on a Tuesday morning. I ensured that I made effective use of my non-teaching periods throughout the day, either using the time to prepare for future lessons or cracking on with university work. When the school day finished, I stayed behind to help with a variety of events that are expected of teachers to give me experience when it comes to my ECT years. This included things like parents’ evenings, open evenings and departmental meetings. I would try to do as much schoolwork as possible while I was at school (marking, planning, printing and such), leaving around 4.15pm if it was an average day with no commitments after school. I found that my ability to concentrate at the end of the day varied drastically and often depended on how my day had gone, so sometimes it was better to just come home, have a minute and then get on with my to-do list at home rather than staying at school to do it. 

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

I attended a variety of enrichment activities that added extra training opportunities to the course. I found the data meetings after school very useful to sit in on, where you can see the thought processes that are behind pupil interventions and other schemes. 

Q. What was the best part of the course?

The best part of the course for me, was the Fantastic Geographies assignment. In short, you are let loose to create and deliver a five-lesson scheme of work based on a topic of your choosing and then evaluate it in a presentation. This was the first time in the course that I felt everything that I had been learning, both university-based and practical experience, all came together. The theory and the practice clicking together alongside the trust and responsibility placed upon me from my placement school to deliver a whole new topic to the pupils was the checkpoint of the year for me where I really felt like a proper teacher. 

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

My honest advice is to get to know your peers on the course as much and as early as possible! Some of my closest friends now are other people from my course and we have all relied on each other at different points along the way for motivation and a reminder of how far we have come. It is a very tough year that takes a lot out of you at times. Do not be afraid to talk to your peers about how you are feeling because realistically, they are the only people at that point in time that know exactly what you are going through and what is expected of you. Building on that, look after yourself. Make sure that you still take the time to do the things that you enjoy and see the people who make you smile – you can’t give 100% to your pupils if you don’t feel 100% in yourself. Finally, you can do it! Stick with it and it will be one of the most rewarding things you have achieved. 

Imogen Gregory - Secondary PGCE Geography - Class of 2024

I’ve always wanted to positively influence something or someone. When thinking about my younger siblings' experiences at school and throughout education, I’ve always wanted to be a safe place for kids like them to be themselves, get things right/wrong and grow. 

 

Imogen studied a BSc Geography at the University of Leicester and loved it. She knew she wanted to continue to pursue the subject, whether it was teaching or further study.

Imogen secured a teaching job early on in the course at The City of Leicester College. Whilst she did not not have a placement at the college during the PGCE course, she was placed at another school within the same academy group.

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

Q. Why did you choose the 糖心原创 to do your PGCE?

I'd heard so many amazing things about the campus and the tutors, and they were all right!

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

They were not only helpful, but motivating. Seeing how theory can help practice was amazing.

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

I wouldn't have been able to complete the course without them. They were motivating, supportive, inspiring. I know even now I can reach out if I ever need help of guidance.

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

Yes, everything above! I felt like a part of each school I did a placement in! I took part in parents' evenings, after school clubs, it will help a lot in my ECT years as I've done it all before.

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

Yes, we had lots of seminars and training sessions available, they were so useful. I would definitely recommend taking part if you have time.

Q. What was the best part of the course?

I think sessions with my subject/course mates and tutors were the best part. It's such a supportive environment, you learn so much from each other and make lifelong friends in the process.

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

Give yourself time! Before the Christmas half term, I thought I'd never get the hang of it (or enjoy teaching), but I pushed through and it's the best thing I ever did. You will have tough days, but it's worth it. I'm so glad I carried on.

Sophie Lunt - Secondary PGCE History - Class of 2026 

When you speak to other trainee teachers a lot of them will mention a teacher that remains in their mind years after leaving education. I had a very important politics teacher that helped me to realise my potential, and this really pushed me towards education. I have a very strong belief that all children deserve access to a good education that is inclusive and gives them opportunity to see themselves and develop aspirations, regardless of their background.

 

Sophie completed a BA International Relations and Asian Studies at the 糖心原创. She applied for a PGCE with other providers too but decided to stay at Nottingham because she had a lot of support during her undergraduate degree and was assured of the same support during her PGCE. She felt this was the right path for her, coming from a non-history background, as she knew she wanted to be on a course that values equipping future teachers with both subject knowledge and teaching practice.

Sophie will be starting as an assistant head of year in September at Djanogly City Academy, where she completed  her first teaching placement.

Below Sophie 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?

Politics and history share the same epistemological foundations, so I found the transition between the subjects to be significantly easier than I had originally thought it would be.

I was already able to navigate online services like NUSearch and Moodle however this was easily accessible for those who didn’t do their UG study at the university.

I found that MA level assignments were not too far different from UG and the writing skills that I had developed during my UG course were transferrable.

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

I really enjoyed university-based days, and they were a big reason why I chose the course. I liked the structure of the course and how we were eased into schools and within 4-6 weeks of full-time placement we would always return to university again. University days provided a range of experience and no one session was the same. It was also very useful to be able to talk about all our differing experiences whilst on placement. Being able to create this community of people facing the same challenges as you through the year is important as the PGCE is quite a unique experience. As people with strong academic backgrounds, learning educational theories alongside practical experience allowed for a lot of discussion and debate which was also very constructive. 

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

I faced a couple of challenges during my PGCE year. I maintained a part-time job alongside full-time placement so found myself working seven days a week. Both the university and school were very understanding of this with adaptions and supports in place to help me balance this. My mentor structured my timetable so that I had minimal teaching hours at the start of the week to allow me the time to plan and get ready for the week, I would then teach full six- period days by the end of the week, so my experience of teaching wasn’t compromised. I also was able to have extensions on work where necessary and could contact Vic (history course leader) on Teams as and when I needed to! I also could utilise the well-being team during low points who were also amazing! I broke my foot during the last term and was unable to return to school but with this fantastic range of support I completed the course and without detriment to feeling prepared to be a fully qualified teacher. 

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

Everyone’s experience is unique to their different school context which was really interesting when we all came back together during university days and could discuss. During my second and most recent placement I would get to school around 7:45, morning meetings would start at 8:20 and registration with my tutor group would be from 8:40. I would then teach from one to six lessons in a day with opportunities to observe other members of staff.

During non-teaching hours I would use the time to plan lessons, catch up with uni work or discuss and reflect with my mentor. I had after school meetings three times a week: a mentor meeting, an ITE meeting and a departmental meeting. I also had the chance to attend and lead parents evening and year 9 open evenings. With me working after school during the week I was not able to be a part of extra curriculars but there was a chance to get involved in any club we had interest in. 

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

I was able to attend parents' evening in both placements which I know will be valuable when I have my own classes as I already have experience of discussing pupils with their guardians.I also assisted the humanities department with a year 9 options evening and learned how to sell GCSE history to future GCSE pupils! We were not left out of inset days and being able to also take part in professional development with more experienced teachers was great, especially when thinking about my own progression.

Q. What was the best part of the course?

It is hard to narrow it down as I thoroughly enjoyed my experience! The two main things are:

1. the relationships I have formed with both course mates and my placement schools are so strong and I know will follow me through my career.
2. the unconditional support that I received, every one that helped me during the year unwaveringly believed in me and I could not be more grateful of that.

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

It is worth it! It is a tricky year however it has made me realise a lot of things about myself and I am a lot more resilient than I had realised before. I have always been someone that was unsure about my future and my career being the first generation to go to university in my family. I have never been surer that teaching is the career for me and the course, Vic, Natalie, Gary (history team) and my placement schools, all lay the foundation for this. I feel immensely grateful for my experience. When it gets tough remember why you started. 

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.

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 糖心原创 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 糖心原创 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 糖心原创 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 her 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 糖心原创'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 糖心原创 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. 

Yassine Bakkari - Secondary PGCE Modern Languages - Class of 2026

I want to be a teacher because I believe languages genuinely change lives. Throughout my international and UK-based teaching experiences, I have seen how learning French can transform a pupil’s confidence, curiosity, and sense of identity.

Teaching allows me to combine my love of languages with my commitment to helping young people grow as confident communicators and thoughtful global citizens.

 

Yassine says " Before starting my PGCE, I developed a broad background in language education across several countries and contexts. I am originally from Tunisia, a francophone country where speaking French is mandatory from primary school onwards. This early immersion shaped my linguistic identity and taught me how language can open doors to culture, opportunity, and different ways of living.

My academic journey began with English language and literature at the University of Sousse, followed by a BA (Hons) at the University of Derby. Professionally, I taught French in Singapore and in international school settings across South East Asia, where I gained first-hand insight into how universal language appreciation can be and how learners from diverse backgrounds connect through communication.

Working later in UK schools as a French teacher, subject coordinator, private tutor, teaching assistant, and behavioural practitioner helped me understand how language learning differs in its fundamentals, settings, and individual learner needs. These experiences—combined with my multilingual background—laid the foundations for the reflective, relational, and intercultural approach I now bring to teaching.

Yassine has registered with teaching agencies to take on cover roles and short term placements which allows him to stay active in the profession, continue developing his practice, and remain connected to school communities while he searches for the right long-term position.

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

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

The 糖心原创 was always a top choice for me because of its strong reputation, its emphasis on reflective practice, and its commitment to intercultural communicative competence (ICC). The lectures and seminars encouraged me to think deeply about the kind of educator I want to become, while the short commute from Derby made it a practical and appealing choice too. 

The seminar What Kind of Languages Educator Do I Want to Become? and other readings helped me understand that language teaching should prepare learners for intercultural dialogue, not just linguistic proficiency. This aligned perfectly with my own values and multilingual background. 

The combination of academic rigour, supportive tutors, and excellent partnership schools made Nottingham the ideal environment to grow as a modern languages teacher.

Q. What skills did you bring from previous experience that helped you during the course?

My previous studies equipped me with skills that were invaluable during the PGCE. My academic background strengthened my analytical thinking, critical reading, and ability to write clearly and coherently.

糖心原创ing languages helped me model high-quality linguistic explanations, anticipate misconceptions, and design coherent learning sequences. My BA at Derby also developed my organisation, independence, and ability to manage demanding workloads—skills essential throughout the PGCE year. 

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

The academic sessions were transformative. They shifted my perspective from seeing teaching as content delivery to understanding it as relational, reflective, and strategic. 

Sessions on ICC, spontaneous target language (TL) use, and learner agency helped me develop a personal theory of practice grounded in research and classroom experience. The lecture on What is Intercultural Competence? reframed communicative competence to include cultural awareness, critical thinking, and openness—ideas I now embed in my lesson planning. 

I always left university sessions with practical strategies I could apply immediately in school.

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

The support I received from my university tutor was exceptional—both academically and personally. I was guided with clarity, patience, and genuine care, especially during challenging periods of the course. Their feedback helped me refine my practice, deepen my reflective thinking, and maintain confidence in my progress.

On placement, school-based mentors shaped my understanding of relational teaching. I observed classrooms where pupils felt comfortable enough to stay during breaks, chat openly, and be themselves. These experiences showed me how trust, consistency, and emotional safety can transform a classroom into a community.

I also learned from teachers who modelled calm, empathetic behaviour management—addressing issues privately, preserving pupils’ dignity, and re-engaging them positively. This taught me that discipline rooted in respect can turn challenges into growth opportunities.

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

A typical day began with preparing resources, attending staff briefings, and greeting my form group. As the placement progressed, I increased my teaching load across KS3 and KS4 French, using non-teaching periods for planning, marking, and mentor meetings. 

I took part in parents’ evening where teachers and families discussed pupils’ academic progress, behaviour, and wellbeing. I also supported the open evening, welcoming prospective parents and students, guiding them around the school, and speaking about the languages curriculum. 

These experiences helped me understand the wider responsibilities of a teacher and strengthened my confidence in communicating with families and the community.

Q. Did you take part in any extra-curricular activities?

Yes. I engaged in CPD sessions, subject-specific training, and collaborative planning opportunities. Enrichment activities such as intercultural competence (ICC) workshops, spontaneous TL seminars, and content and integrated learning (CLIL)-based training helped me develop dual objectives in lesson planning—linguistic and intercultural. They also broadened my understanding of how to scaffold spontaneous TL use, manage context, and create meaningful opportunities for communication.These sessions strengthened my confidence in adapting teaching to diverse learner needs.

Q. What was the best part of the course?

The best part of the course was seeing pupils grow—linguistically, personally, and socially. Moments where a pupil suddenly “clicked” with a concept, used a phrase spontaneously, or made an intercultural connection made the hard work worthwhile.

I also valued the strong sense of community among trainees and the supportive relationships formed with tutors and mentors. These relationships shaped my emerging professional identity as a reflective, relational, and intercultural educator.

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

Be patient with yourself and trust the process. The PGCE is demanding but transformative. Ask for help when you need it, stay organised, and embrace every opportunity—observations, CPD, extracurriculars, and conversations with colleagues.

Most importantly, remember why you chose teaching. The year is challenging, but the reward of seeing pupils thrive—linguistically, interculturally, and personally—makes it entirely worthwhile.

Chiamaka Egwuatu- Ifeagachukwu - Secondary PGCE Modern Languages - Class of 2026

I became a teacher because I am passionate about assisting children grow and attain their potential. My secondary school French teacher motivated me into taking up French at university, so I decided to do the same for my generation seeing as it gives me joy impacting knowledge. Teaching is more of a pastoral role for me. Aside from teaching my subject, I enjoy being a mentor to these young ones, looking out for them and guiding them into becoming better citizens and representatives of their various countries and families.

 

Prior to commencing the PGCE course, Chiamaka has been a French teacher in Nigeria since graduating university.

She says she chose to come to the 糖心原创 because it’s among the top best universities in UK with an outstanding reputation and records of excellence. "I chose the 糖心原创 PGCE because of its strong reputation for teacher education and its emphasis on research-informed practice. The course offers an excellent balance of university-based learning and school placements, allowing trainees to connect educational theory with real classroom experience. I was also attracted by the supportive partnership with schools, the focus on reflective practice, and the opportunity to develop as an inclusive and effective teacher. Throughout the course, I have gained valuable experience teaching in different school settings, which has strengthened my confidence and prepared me well for a career in secondary education."

Chiamaka has secured a teaching role at a school in Worcestershire, in the West Midlands area of England.

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

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

I found the university-based academic sessions to be highly valuable because they provided the theoretical foundation that informed my classroom practice. The sessions encouraged me to think critically about teaching and learning, drawing on educational research and evidence rather than relying solely on intuition. Topics such as adaptive teaching, assessment for learning, behaviour management, safeguarding, SEND, curriculum planning, and reflective practice helped me develop a deeper understanding of effective teaching. I particularly appreciated how my tutors linked theory to practical classroom strategies, which I was able to apply and evaluate during my school placements. Overall, the sessions helped me become a more reflective, evidence-informed, and confident teacher.

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

My university tutors and school-based mentors were instrumental in my development throughout the PGCE. My tutors provided academic guidance, constructive feedback on assignments, and encouraged me to reflect critically on my teaching using educational research. They were approachable and always willing to discuss any challenges I encountered.

My school-based mentors supported me through regular observations, weekly mentor meetings, and detailed feedback on my lesson planning and teaching. They helped me identify my strengths while setting clear targets for improvement. They also modelled effective classroom practice, shared practical strategies for behaviour management, adaptive teaching, assessment, and subject-specific pedagogy, and gradually increased my teaching responsibilities as my confidence grew.

Together, the support from both the university and my placement schools created a strong partnership that helped me grow into a reflective, resilient, and confident teacher who is well prepared for the classroom.

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 started with arriving early to prepare resources, review lesson plans, and speak with my mentor or department colleagues before lessons began. During the day, I taught French lessons across different year groups, supported pupils with varying learning needs, and assessed students' progress through questioning, retrieval activities, and formative assessment. Between lessons, I reflected on what had gone well, adapted future planning where necessary, and collaborated with other teachers.

Beyond teaching, I became involved in the wider life of the school by joining the music club. I attended departmental meetings, training sessions, and staff briefings. I also supported extracurricular activities, including the school choir/music club and the Languages Hub, which allowed me to build positive relationships with students outside the classroom and contribute to the wider school community. 

I had opportunities to observe experienced teachers, discuss pupils' progress with colleagues, and gain a better understanding of school routines and pastoral responsibilities. These experiences helped me appreciate that teaching extends far beyond delivering lessons. It involves being an active member of the school community.

Q. What was the best part of the course?

The best part of my PGCE was seeing my development as a teacher over the course of the year. At the beginning, I was focused on planning individual lessons and building my confidence in front of a class. By the end of the course, I was planning sequences of lessons, adapting my teaching to meet the needs of different learners, and making informed decisions based on assessment and reflection. 

I also really enjoyed the school placements because they gave me the opportunity to put theory into practice. Teaching students across different year groups, building positive relationships with them, and seeing their confidence and progress in French was incredibly rewarding. It was especially satisfying when pupils who were initially reluctant to speak French became more willing to participate and use the language. 

Another highlight was the support I received from both my university tutors and school mentors. Their feedback and encouragement helped me grow into a more reflective, resilient, and confident teacher. Overall, the course confirmed that teaching is really the career I want to pursue.

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

Go for it if you are passionate about working with young people and helping them learn. A PGCE is challenging and demanding, but it is also one of the most rewarding experiences you can have. My advice would be to stay organised, be open to feedback, and use every opportunity to observe experienced teachers and reflect on your own practice.

I would also recommend building strong relationships with your mentors, university tutors, and fellow trainees, as their support is invaluable throughout the course. Don't be afraid to ask questions or try new teaching strategies, even if they don't work perfectly the first time. Every lesson is a learning opportunity. 

Finally, remember that becoming a good teacher is a gradual process. Focus on continuous improvement rather than trying to be perfect from day one. If you are committed, reflective, and willing to learn, the PGCE will equip you with the skills and confidence to begin a successful teaching career.

Luna Middleton-Roy - Secondary PGCE Modern Languages - Class of 2025

All young people deserve to be safe, celebrated, and have access to a good education. I want young people to share my enthusiasm for language and find things they love themselves, and I aim to provide them with opportunities to excel in those areas, with the best chances possible for their futures. Working with young people is so rewarding and I am excited to start a career in which I am constantly growing, and learning from both my colleagues and the pupils I teach.

 

After completing A-Levels, Luna worked in a school for a year in an administrative role and supporting extra-curricular activities. She then completed an undergraduate degree in Classics at Durham University, focusing on Latin and classical Greek language and literature. Throughout her degree, she continued to work with young people on various volunteering initiatives. She knew she loved working with young people and found these experiences incredibly rewarding, so decided to apply for PGCE courses across the country.

The 糖心原创 stood out to Luna because of the opportunities it provides students. She felt nowhere else seemed to prioritise developing a second teaching language in quite the same way, and the course’s subject knowledge enhancement programme allowed her to gain significant teaching experience in two languages. She was also drawn to the opportunities to work with pupils in a range of educational contexts, including shorter placements in alternative provision, primary schools, and working with pupils with SEND. Luna says "it was clear from the outset that the 糖心原创 PGCE had a clear focus on supporting students’ personal and professional development, with the aim of us securing employment later down the line and making us the best teachers we could be". 

Luna will be joining the Djanogly City Academy, teaching Spanish and English and as this school is home to previous 糖心原创 PGCE graduates, she has already been made to feel very welcome there.

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

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

We had some really inspiring guest speakers from a range of backgrounds both within and across our subject groups, including from specialists who work with refugees, d/Deaf children, and primary-secondary school transitions. I also enjoyed the immersive practice days which took place in local schools, giving us the opportunity to watch educational theory in practice while getting a feel for different school environments. The schools and society sessions were a great way to build relationships with PGCE students teaching different subjects and for us to compare our experiences. The micro-teaching activities at the start of the course were also really useful, where we got to work in small groups delivering short ‘lessons’ to our peers to help build our confidence and presenting skills before full-scale classroom teaching.

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

My university tutors and placement mentors were all brilliant and I felt very lucky to have such kind people guiding me. I was given lots of support from both the university and my placement schools with finding reasonable adjustments for the day-to-day, and was given personalised advice on how to develop skills such as planning, time management, and behaviour management. The departments in both my placement schools were really lovely and I knew I could always ask for help. All the feedback I was given from the teachers who observed my lessons was genuine and constructive, allowing me to keep advancing without feeling over-criticised. In particular, my university tutors clearly prioritised wellbeing throughout the course, with regular and authentic check-ins that made me feel valued as a person, not just another student.

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

My Monday mornings would start at 8:20am with a staff briefing to prepare for the week ahead. I would then support in tutor time and help read out notices, ensure pupils had the correct equipment, and catch up with pupils about their weekends. 

Normally, I would teach three or four classes a day, with a couple of free periods where I could plan my other lessons or make a head start on university assignments. I mostly taught Years 7-10, but would often help out in Y11 and A-Level lessons as well. After each lesson, I would have a brief catch-up with the class teacher who had observed me and we would discuss my achievements and room for progress. 

One of the highlights of my week was working with my school’s LGBTQ+ group during lunch. This was a great way to support pupils in a more casual and pastoral setting, and it was so lovely to see pupils of various ages come together and feel free to be themselves. I loved taking part in the club’s preparations for Pride Week, including decorating cakes for a bake sale, and making badges and bracelets to raise money for local LGBTQ+ charities. 

After school, I would usually either catch up with my mentor about my progress, meet with my department to discuss curriculum planning, or attend a parents’ evening.

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

From the start of the year, I took part in the Languages in Education Research Group (LERG) which brings together teachers from Nottinghamshire and beyond to discuss issues at the forefront of modern languages education. This was really valuable for my professional development and has allowed me to build several connections outside the university which I aim to maintain as I progress in my career. At the end of the year, I was given the opportunity to present at the LERG conference, sharing my favourite creative methods from my teaching practice. 

Beyond the course, I was supported in my engagement with the Queer Student Awards (QSAs) which I had been invited to judge the same year as the PGCE. My tutors were incredibly supportive and really celebrated my achievements here. I was allowed to work flexibly around the time of the final ceremony and was encouraged to share updates on the event, which meant a lot! 

One of the course highlights, however, has got to be the Bake a Difference campaign we ran in October. Everyone from the Modern Languages PGCE was encouraged to bake something from their culture, and we sold the treats to people across the School of Education to fund raise for the fantastic local charity Himmah. This was such a wholesome project with an incredible turnout, and which made me learn so much about the people on my course - and really put my rusty baking skills to the test! 

Q. What was the best part of the course?

I loved taking part in the university’s Literature, Poetry & Song competition at the end of the year. We were encouraged to teach a creative sequence of lessons in our placement schools, with the goal of our pupils producing some unique written work in the target language. My pupils went above and beyond to really show off their skills here, gaining recognition in the overall competition. This really pushed my own creativity, and I was so proud of my pupils’ entries!

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

If you’re considering teaching, the PGCE is well-structured to give you valuable teaching experience without feeling like you’re being thrown straight in the deep end. I am particularly interested in the academic side of teaching, and the master's level projects gave me the opportunity to explore existing educational theories while developing my own research interests. Completing the PGCE has really helped me build my confidence and I feel that I have gained many skills I wouldn’t have elsewhere. In short - go for it!

Joanna Piechowska - Secondary PGCE Modern Languages - Class of 2025

My decision to become a teacher came in the late stages of my degree. The reasons were numerous, but I think the main one was that I did not want to give up my passion for languages. I truly believe that learning a new language opens so many doors and I wanted to contribute to opening them for others.

 

Other cultures have always been a passion for Joanna so after she finished school she decided to pursue languages at degree level, graduating from the 糖心原创 in 2024 in French and Russian. She had  previously visited England and enjoyed the lifestyle here, but what initially drew her to Nottingham, coming from Poland, was not just the university’s wide choice but also the opportunity to study abroad and during her undergraduate degree, she studied abroad at universities in Estonia and Paris.  

Joanna chose to stay at the university for her PGCE course saying "Over the years I have spent in Nottingham, I started to feel like I belong here. The local community is diverse, making it easy for anyone to fit in. I have also lived in different parts of the city, I worked with people who grew up here and made friends with them, which opened my eyes to some of the challenges that the area faces. Teaching gives me an opportunity to give back. The 糖心原创 embraces people from different backgrounds coming together. For example, my ability to speak Polish and Russian was viewed as an asset and gave me various opportunities to work with pupils from Eastern European families throughout my placement. Apart from my main school, I have also started working with a Polish Saturday School here in Nottingham, which I found out about through one of my placements. Children always really enjoy interacting with a teacher who can speak their language and understands their culture.  

Joanna secured a teaching role local to Nottingham and so hopes to continue meeting up with other linguists at the Languages Education Research Group meetings held at the university.

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

Q. What are the main skills from your undergraduate degree course that you've found helpful for this postgraduate course?

One thing that I really loved about my degree was that all my classes were run by people who were passionate about the subject they were teaching. Whether they were native speakers, or specialists in their niche, it was so important to learn from people who had an excellent understanding of diverse areas they worked in. It has equipped me with extensive knowledge of various topics and language skills that I now pass onto my pupils. Languages is also a very “social” degree. There is a strong emphasis on group projects, group speaking classes, presentations and such, and developing my communication skills during my degree was crucial to me becoming a teacher. 

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

I found the academic part of the PGCE critical to becoming a teacher. It was particularly useful in becoming equipped with the terminology used in education and familiarising myself with educational research. I would say the university’s approach is quite pragmatic and grounded in real classroom experience. Most, if not all educators, have experience in working in schools so they know how to solve real-life issues. However, the importance of theory was also stressed throughout our sessions, and we were shown how we can apply it in practice. 

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

The support I received from my university tutor, Dr Lesley Hagger-Vaughan was invaluable. It ranged from having heartfelt conversations when I was not feeling my best, to helping me structure my essays. The support was ongoing, and I never felt alone at any stage of the course.

Similarly, I felt supported by my school-based mentors. We had meetings every week and they also observed me during lessons and provided me with feedback. In both of my placements I also worked closely with other teachers in the department who always made me feel appreciated and helped with anything I needed.  Overall, everyone was encouraging and positive. No problem I had was ever too silly to talk about.

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

A typical day in placement looks different, depending on different stages of the PGCE. The build-up of teaching is gradual, and the first few weeks are spent either at university, observing lessons or starting to teach parts of lessons, eventually leading to taking over entire groups and teaching them sequences of lessons. I followed my own timetable but also took part in typical teacher activities – morning briefings, personal development sessions and parents’ evenings for example. The free periods are dedicated to planning and completing university assignments. In my second placement, I took over teaching personal, social, health and economic education (PSHE) to a year 7 group and acted as their tutor. I also co-ran a Russian club with a teacher who did the same degree as me. 

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

There were numerous training opportunities provided by my school placements. Sometimes they are integrated into the school day, for example in my second placement we had personal development sessions every Friday. I enjoyed participating in them because it gave me another perspective on some topics additionally to the one introduced at university. Moreover, PGCE languages students are always invited to the meetings and conferences of the Languages Education Research Group organised by our tutors. They are not only very informative but also fun and an amazing opportunity to network.  

Q. What was the best part of the course?

From my perspective, the best part of my course was finding something I feel passionate about. For me, it was supporting pupils with English as an additional language (EAL), but there are so many areas in educational research that I found out about during my time at university. The ability to conduct research with children in something I found important was extremely rewarding. There was also an abundance of opportunities to talk to specialists. We had people come in to talk to us about working with d/Deaf children, supporting refugees and asylum seeker families, and many more. It is quite extraordinary to have the ability to discuss topics that matter and be shown how you can make a difference to people’s lives. 

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

The advice I would give is first and foremost, do not be afraid to voice your concerns when they come. Always talk about the difficulties you are having, whether they are personal or professional. When you do not know something – ask. There are no silly questions. There will be a lot of things you will learn as you go, so do not get discouraged when you do not get everything right the first time. Secondly, take time off. It’s important to rest and have a life outside of work. I spent the entire October half-term scuba diving in Egypt. Whatever is within your reach, and you enjoy – do it and do not feel guilty about having a good time. 

Geetha Balasubramaniam - Secondary PGCE Modern Languages - Class of 2025

As a student (both young and mature), I had many wonderful experiences of having been taught by teachers who embodied a love for the subject they taught and a dedication towards their profession. I was, and am, hugely influenced by how they were able to create a classroom environment where learning is a joyful endeavour. My interest in teaching stems from these influences that I have had throughout my childhood and adult life. 

 

Geetha has a bachelor’s degree in biochemistry. She started out as a medical transcriptionist, and after a decade of working in this domain, enrolled onto a French course, having always been interested in languages (her first language is Tamil, second language English and third Hindi) during school days. She obtained a DELF French language certification awarded by the French Ministry of Education, pertaining to B2 level according to Common European Framework of Reference for Languages. She spent a couple of years teaching French part-time in schools in India, her home country, before switching to a career in French language communication involving customers for a well-known global shipping and container logistics provider. She then switched back to being a full-time teacher in India, teaching English for ages 12-14 and French for ages 8-10, this time in a school that followed the English national curriculum.

Geetha will be starting her new teaching job in England at the Thomas Middlecott Academy in Lincolnshire.

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

Why did you choose the 糖心原创 PGCE course?

From the word go when I sent my application to the 糖心原创, there was consistent communication from the university that addressed my queries in a timely fashion. I had a very positive and encouraging interaction with the course tutor during the interview and the initial stages of my application. The high expectations that were required to join this course, in terms of completing Subject Knowledge Enhancements (SKEs) prior to the beginning of the course, allowed me to understand the rigour and focus that is required to be part of this programme. To summarise, as I was pursuing this academic venture coming in as a mature student with a background of different studies and careers, I needed to be sure there was structure and clarity about what I was doing next and the university ticked all the boxes in that respect.

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

I quite enjoyed the university-based academic sessions as they formed the foundation for what I was to experience first-hand in my school placements. They also allowed a lot of meaningful interaction with my tutors and course mates that helped further my understanding of the nuances of education in the UK. I particularly benefited from expert talks that were frequently part of these academic sessions, and learning from people who had made a difference in their field of expertise, was a once-in-a-lifetime opportunity for me.

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

I had regular interactions with my tutor during university days and there was plenty of opportunity to share my thoughts and get clarification when in doubt. I also had scheduled one-to-one meetings with an agenda to discuss my strengths and areas to improve in my evolving teaching practice. Outside of this, my tutor was only an email away and could be contacted for any support throughout the course.

My school-based mentors were instrumental in providing the necessary framework for my integration into the schools I was placed in. Outside of the scheduled mentor meetings that chartered how I was making progress, they were always available for a discussion and were a huge source of support for navigating the various aspects of teaching and participating in the wider life of the school.

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 would be to start with tutor time which is spent with a form tutor group. This 20-minute slot every day allowed me to get involved in tutor time activities, such as reading sessions and circle time, in collaboration with the form tutor. I found that being there day after day engaging with pupils goes a long way in building positive relationships.

I would have a fixed timetable of teaching language lessons (French and German) to different year groups, and by the end of the course, I significantly increased the number of lessons per week from what I had started with. I had the opportunity to be part of a year 8 parents’ evening with my mentor, and I also participated regularly in a home learning club which allowed the chance to get to know pupils outside the usual classroom setting. Furthermore, I also got to work with a year 8 group on the ‘Literature, Song and Poetry’ competition hosted by the 糖心原创.

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

I was quite fortunate to have been part of professional development evenings and sessions, organised exclusively for beginning teachers in my placement schools, that covered a wide range of topics such as dual coding, literacy attainment, safeguarding, diversity and inclusion, SEN and EAL support, data and admissions policy, and a session to understand what to expect during early career teacher (ECT) framework years.

Q. What was the best part of the course?

Throughout the course, my tutors fostered an environment of love and respect for all the languages from the linguistic repertoire of our entire cohort. There were plenty of opportunities for us beginning teachers, to share our cultures with each other and this helped build meaningful connections among us coming from different backgrounds. I have carried a sense of belonging to a community of language enthusiasts and this has made a huge impact on my outlook of teaching and learning languages.

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

I would tell them to come with an open mind to make the most of the amazing experiences that are packed into the course. It is also good to be prepared in terms of the focus and perseverance the course demands out of a PGCE student. Finally, the course allows one to build resilience that goes a long way in a teacher’s journey.

Muhammed Rashid Panikkaveettil Shajahan - Secondary PGCE Science: Physics - Class of 2026

Teaching wasn't something I planned as a career when I was younger. It happened naturally. Even when I was at school, I was usually the person my friends came to if they were stuck on a physics or maths problem. I enjoyed sitting with them, explaining it in a different way, and seeing that moment when it finally clicked. I never really thought much of it at the time, I just liked helping people understand.

As I got older, that stayed with me. I started tutoring, then teaching physics, Python, and C++, and later worked with students in different settings. With every experience, I realised that I looked forward to teaching more than anything else. I enjoy breaking down difficult ideas, finding different ways to explain them, and seeing students become more confident.

Looking back, teaching wasn't a career I chose overnight. It was something I slowly grew into, and over the years I realised it was what I genuinely enjoyed doing the most.

 

Rashid completed a physics BSc and MSc in his home country of India, and developed a strong interest in materials science and research. After graduating, he worked in an instrumentation facility, supporting researchers and students with a range of analytical equipment. He then worked as a technical staff member at a college, supporting laboratory sessions, maintaining equipment, and assisting students with practical work. Alongside this, he taught physics, Python and C++, and also worked as a freelance science tutor.

Through these experience, Rashid realised how much he enjoyed teaching and explaining complex ideas in a way that others could understand and developed his confidence in working with students and communicating scientific concepts clearly.

Rashid has secured a science teacher position at Nottingham Girls' Academy, the school where he completed his second teaching placement and says that starting somewhere he already knows well means he can build straight away on the relationships and school context he already has.

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

Q. Why did you choose the 糖心原创 to do your PGCE?

I chose the 糖心原创 because of its strong reputation for teacher education and its subject-specific approach to training. As someone with a background in physics, I wanted a course that combined educational research with plenty of practical classroom experience through school placements.

One thing that really stood out to me was my interview. Coming from an international background, I was naturally a little nervous, but the interview felt welcoming and supportive from the start. I left feeling comfortable and reassured that this was an environment where I would be supported to grow. I knew there would be challenges throughout the year, but having that positive first experience gave me confidence that I would have the right support around me. Looking back, I think that first impression was absolutely right.

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

The university-based academic sessions gave me the confidence to connect educational theory with real classroom practice. With my physics background, I appreciated how the sessions explored the "why" behind effective teaching, not just the "how". Topics such as adaptive teaching, behaviour management, assessment for learning, safeguarding, SEND, and curriculum planning helped me develop a more evidence-informed approach to teaching. I particularly valued how the tutors encouraged us to reflect on our experiences during school placements and use research to improve our practice. Being able to discuss challenges with peers and tutors, then apply those ideas in the classroom, played a huge role in my development as a science teacher.

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

I was incredibly fortunate to have supportive university tutors and school mentors throughout my PGCE. They were always approachable and took the time to provide constructive feedback that helped me improve my teaching and build my confidence.

As an international trainee, there were times when I needed extra guidance, and I always felt comfortable asking for support. My tutors regularly checked in with me, while my school mentors shared practical advice on everything from lesson planning and behaviour management to adapting my teaching for different learners. Their encouragement and honest feedback helped me grow throughout the year, and I always felt that they genuinely wanted me to succeed.

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 started with tutor time. During my first placement, I had a morning tutor session for registration and a quick catch-up with the pupils. In my second placement, I had both a morning registration and a longer lunchtime tutor period before PSHE, which gave me the opportunity to get to know my tutor group outside of science lessons.

The rest of the day was a mix of teaching, lesson planning, marking, and meeting with my mentor to reflect on lessons and prepare for the next day. I taught across a wide range of year groups, from KS3 to A Level, so every day brought something different. One lesson I might be teaching year 7, and the next I would be teaching year 12 or 13, which required a completely different approach. Even within the same year group, I found that two classes studying exactly the same topic could be very different. I quickly learned that I couldn't teach every class in the same way and had to adapt my explanations, activities, and level of challenge to meet the needs of each group.

I also took part in parents' evenings during both placements, which gave me valuable experience talking with parents about pupils' progress. Alongside this, I attended departmental meetings and staff briefings, helping me understand the day-to-day responsibilities of being a teacher beyond the classroom.

Q. Did you take part in enrichment activities - extra training, events etc. How did they help?

Throughout both placements, I took part in a range of professional development opportunities alongside my teaching. These included training on behaviour management, literacy across the curriculum, safeguarding, adaptive teaching, and supporting pupils with SEND. I also attended STEER group sessions, where teachers from different subject areas came together to share ideas and discuss effective teaching strategies. It was interesting to see how approaches used in other departments could be adapted for science lessons.

Alongside the formal training, I attended departmental meetings, staff briefings, and pupil-focused meetings, which gave me a better understanding of the wider responsibilities of a teacher and how different teams work together to support students. These experiences helped me develop not only as a classroom teacher but also as a member of the wider school community.

Q. What was the best part of the course?

The best part of the course was working with the pupils every day. I enjoyed getting to know different classes, understanding what motivated them, and finding ways to make science more interesting and accessible. It was especially rewarding when a student who usually stayed quiet started putting their hand up or when you could see a difficult concept finally click.

I also enjoyed seeing how much I changed over the course of the year. Looking back at my first few lessons compared with my final placement, I realised how much more confident and adaptable I had become in the classroom.

There is nothing better than overhearing pupils say, "That was a really good lesson," or hearing them tell you how much they enjoy being taught by you.

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

If you're thinking about doing a PGCE, I'd definitely encourage you to go for it. It can be challenging at times, but it's also incredibly rewarding.

The biggest piece of advice I'd give is to stay organised and don't be afraid to ask for help. Looking back, I wish I'd reached out to my university tutors and school mentors more often when I was struggling with something. They genuinely want to help, and asking questions early can save you a lot of time and stress.

Also, don't put too much pressure on yourself to deliver the perfect lesson. Not every lesson will go exactly as planned, and that's completely normal. Some of the biggest improvements I made came from reflecting on lessons that didn't go the way I expected. Be open to feedback, keep trying new ideas, and enjoy the process. You'll be surprised by how much you grow over the course of the year.

Eve Taylor - Secondary PGCE Science: Chemistry - Class of 2026

I wanted to teach because I enjoyed making chemistry relatable to the real world. I enjoy conceptualising abstract ideas and allowing people to access and understand science – so that they can share the passion and excitement that comes along with it. I wanted a job where everyday was different and where I wasn’t sat at a desk all day. My mum is also a teacher, so I understood how teaching was a very full-on role, but I was excited to enter a career where I could get stuck in.

 

Eve studied a BSc Chemistry here at the 糖心原创 and started her PGCE straight after graduating. Whilst she had no classroom experience, she worked part-time in a pub during her undergraduate studies so was used to balancing a busy schedule.

Eve's new job is at West Park School in Spondon, Derbyshire, and this was her first placement school. The job was advertised at the end of her placement in December, and she was accepted for the role by Christmas. This took a lot of pressure off for the rest of her placements and meant she could focus more centrally on her teaching.

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

Q. Why did you choose the 糖心原创 to do your PGCE?

I chose to stay at the university after my degree because I really enjoy the atmosphere of the city and felt I had settled in here very well. The 糖心原创 campus itself is a brilliant campus with everything you need around. The support from the university was strong during my undergraduate studies, and I was sure this would carry on at my PGCE. 

The PGCE course itself at the university appealed to me due to how specialised by subject the course was – instead of other courses that I had seen which had seemed more generalised. I wanted a course that would give me strong skills teaching within my subject specifically and the 糖心原创 was able to provide this.

Q. If you came straight from a UoN UG degree, what are the main skills from your UG course that you’ve found helpful for this postgraduate course?

• Teamwork and communication skills from group projects and lab work
• Organisation and time-management skills from managing workload
• Confidence and public-speaking skills

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

The university provided a vast range of academic sessions across the year which allowed us to experience a wide range of experiences and educational views. There was the chance for many visitors to come into our sessions. A few of my highlights were a visit from the NEST school, a focused day on physics practical work from experts, a trip to the space centre and many more! There were many opportunities to experience new theories and current research to find your own interests within teaching. The course also provided lots of time to think about and develop our adaptive teaching to help excel learning for all students including with special education needs and disabilities and also students with English as an addition language. A highlight here was a session on learning Makaton which was a new and interesting experience for a lot of us!

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

Every member of staff I have met on the course has been welcoming, friendly and supportive. In particular, my tutor at university was particularly supportive. My tutor was happy to help with any query or worry and made frequent check ins across the year to keep in touch. Due to the time in university, as a cohort we have become close with the staff on the course, meaning university quickly became a welcoming and friendly space.

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

My days on placement started with greeting my form at the start of the morning, then having a form time session, which ranged from numeracy practise to PSHE topics (and the obligatory daily wordle!) The rest of the day would be a mix of teaching classes and planning lessons. I taught year 7 to year 12 so had a wide range of experiences and each class can be very different. The end of the day could involve staff meetings, PGCE meetings, parents’ evenings and open days. 

Q. Did you take part in enrichment activities - extra training, events etc. How did they help?

I took part in the CPDs run by each of my placement schools. At my first placement, the focus was teaching to the top and at my second placement, the focus was adaptive teaching. These were both experiences to learn from teachers across the whole school and to obtain guidance on improving these particular areas of teaching. I also attended ECT meetings during placements, which gave some insight into the skills I would be looking at developing after completing the PGCE. 

Q. What was the best part of the course?

The best part of my course was developing strong relationships with students. Although placements fly by, the strong bonds formed within classes are really rewarding. Creating a positive environment for both me and pupils inside the classroom made learning science an interesting and exciting concept – which was a true highlight for me.

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

• Buy a watch
• Buy a planner
• Be prepared to learn one million acronyms!! (teachers appear to have their own language)
• It is okay to ask questions, even if they seem silly
• Don’t be afraid to ask for help – it can get very full on
• You cannot be a perfectionist – be kind to yourself 

Sami Abdul-Razzak - Secondary PGCE Science: Physics - Class of 2025

For a long time I’ve known I enjoyed helping people to understand things – whether they be my younger siblings, university peers or work colleagues. I never felt like much of a scientist while at school, but I had great teachers who encouraged me. A simple, short suggestion from one at a parents' evening set a course for my whole life, and I look back at that moment as an illustration of the great influence teachers can have on their pupils. I think that people should have the freedom to choose what they do in life, and that education enables them to do this. I’m conscious that pupils come into school with different advantages and disadvantages, and as a teacher I hope to do the best I can for all my pupils.

 

Sami completed a master’s degree in physics with philosophy from the University of York in 2016. During his time at university he developed a strong interest in film, and helped to run the student cinema. Upon graduating, and after a period spent volunteering with refugees, he pursued a career in film – in which he worked for seven years in London.

Whilst at university, Sami volunteered in schools as a teaching assistant and the idea of becoming a teacher remained with him. Sami says "There’s a series of documentaries I love called the Up series – which follows the same group of people from the age of 7. I was drawn to one person from the start, Bruce, and when he eventually became a teacher it reinforced the belief in me that I should do the same." Eventually, in 2024 he finally decided to take the plunge and applied to do the PGCE.

Sami will be staying local as his new teaching job is at the Nottingham University Samworth Academy.

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

Q. Why did you choose to stay at the 糖心原创 to do your PGCE?

I chose Nottingham because my fiancé (hopefully wife by the time people read this!) lives here, so I used my change in career as an opportunity to live near one another. But when narrowing down the local options, I opted for the 糖心原创 partly because of its strong reputation, and so I felt I would be appropriately supported in what I was sure would be a very challenging year, and also because I felt a university-led course would mean I was training alongside a large group of peers doing the same. I thought this would be valuable as we would be able to share our reflections from our placements, as well as subject-specific ideas. As a science teacher you have to teach outside of your specialism (which for me is physics), and so I thought it would be useful to learn from those with particular subject expertise. Also, you get to make friends!

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

I completed my undergraduate degree some time ago, but I think the science + arts nature of my particular degree put me in good stead for the academic side of this course. As the PGCE course is based in the School of Education, you are working in the social sciences rather than the sciences, and so I think the academic assignments are somewhat different to a regular scientific paper. You need to be prepared to engage with learning theories and think critically about their limitations. This is often quite hard to do while trying to manage a very time-consuming placement in school, so being organised and planning your time in advance is key!

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

Personally, I found them very useful and I was interested in learning about different theories of teaching and learning. I think when you go into your school placements you are trying to assimilate as much as possible and take on board all the feedback you’ll be receiving. It’s quite easy to become tied to this idea of schooling and come to the belief that this is the way and the truth (and you may encounter teachers who tell you that this is indeed the way that it needs to be). It’s therefore useful to be able to come back together with the other trainees and share different perspectives and consider alternatives. 

In particular, I found the science-specific and specialism-specific sessions of great help. There is a science lab in the School of Education, and so there were sessions where we are able to practice some of the practicals and demonstrations we would be doing in school in the future (though if you are squeamish like me you may find yourself stood in the doorway during the heart dissections). I found it useful to be on the other side of a practical, and experience myself the challenges a pupil might face when tasked with doing one – though I became indignant when informed that I had failed the A-Level Physics practical we were doing one day! There were sessions where we discussed specific ways to teach difficult concepts in science, and I’ve used lots of ideas from these in my own lessons.

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

A lot! You will build relationships with both your tutors and mentors over the year and I found them to be a really valuable source of advice – from lesson planning to job interviews to conflicts in teaching philosophies. You’ll receive a lot of feedback during the year from a lot of different people – discussions with tutors and mentors are a good means of filtering through this, identifying how you can implement it in your practice, and building a teaching approach which works for you.

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

Busy! Your first placement will likely start quite gradual, first just observing and then taking on lessons step by step. These lessons will probably take you a long time to plan at first. By the end of second placement you’ll be doing around 16 lessons a week, which will seem like an impossible feat at the start, but you’ll get there.

After you’ve settled in to your placements you should ideally feel like just another member of staff, so you’ll be attending meetings, school and department training, parents' evenings, as well as clubs if you like. Parents' evenings were something I was quite apprehensive about beforehand but I did four of them during my second placement, and by the final one led on all the conversations – and they were all totally fine! In my experience, most parents are very supportive and want their child to do well (and behave!). 

I helped with an after school A-level physics revision club (which acted as revision for me as much as the students) and a Playstation club. I’m not much of a gamer, but by the ease in which I beat some of the students at FIFA it was clear that they didn’t have game consoles at home, and they were always excited to attend.

I also helped with two school trips, which is a great way to get to know your students better. I did find them even more exhausting than a regular school day, due to fears of losing students, but I’d recommend taking part if you get the opportunity. 

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

During the PGCE the Association for Science Education conference took place at the 糖心原创, which I attended. I found this a valuable opportunity to hear from experienced teachers about their different approaches and consider how I could implement some it in my own practice.

I received a scholarship from the Institute of Physics to do my teacher training, and this included a series of training sessions on teaching physics. These were really useful to think about the challenges which pupils might have and which I might otherwise overlook (such as mathematical skills and understanding different command words).

Q. What was the best part of the course?

Building positive relationships with the pupils. At the end of my second placement I was presented with lots of thank you cards from my students, some from students I thought hated me! I had found it a tough year and had many doubts about how effective my teaching was – but even the classes I found the hardest were sad to see me go. I will treasure the notes I received and bring them out when I have difficult days!

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

• Get a planner, you’ll need it!
• Over plan your lessons, but not too much, and try to set limits on how long you spend on each lesson. I won’t give you a specific time to aim for as lots of people did this to me throughout my training year and I always took longer to plan than they said, which made me feel inadequate. But a good piece of advice I received was: if you give yourself time, you will fill it. So try to put a limit on it. In my experience, you rarely get through as much as you thought!
• Its going to be a busy year and I didn’t find much brain space left for other things most weeks. Try to make time for rest (at least one full weekend day ideally without doing any school work, if possible), but it may be worth warning friends, partners, family that you will be less available than before!
• Buy a bulk pack of multivitamins – children are vectors of disease!
• The better your subject knowledge, the less time planning will take. So if you have the luxury of time before starting your PGCE, get revising!
• I didn’t use AI to plan lessons – but I did use it as a check for my knowledge. While planning a lesson I will think of questions (“why is this the case?”) and found that AI can often give you a short and simple explanation. Your students will often be thinking or asking those same questions!

Jumana Elkharaz - Secondary PGCE Science: Biology - Class of 2025

I want to be a teacher because pursuing this role is incredibly rewarding. Most importantly, I want to contribute to fostering a safe and inclusive environment where all students feel seen, heard and valued within my classroom. I have always found fulfilment in helping others become the best versions of themselves, and teaching provides me with the opportunity to do this every day. It is a privilege to be in such a meaningful role in someone’s educational journey. 

 

Passionate about science during her time at school, Jumana studied biomedical science at university.

She will now be joining Nottingham College, where she completed her second placement during the PGCE. In this role she will be teaching access to higher education, specifically in science.

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

Q. Why did you choose to stay at the 糖心原创 to do your PGCE?

I chose the 糖心原创 to study my PGCE course because of its strong commitment to inclusive and reflective practice. Additionally, the university puts a strong emphasis on understanding the diverse needs of all learners within the classroom, which is something that closely aligns with my personal teaching philosophy.

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

The university-based academic sessions are incredibly insightful. They not only provide high quality teaching, but also created valuable opportunities for us to collaborate with experienced tutors and fellow trainees; allowing us to share ideas, reflect on practice, and grow together as educators.

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

I received nothing but endless support from my university tutor and school-based mentors. Throughout my PGCE, both my tutors and mentors were always available to answer any questions I might have, whether it is assignment related or questions about practice.

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 began with welcoming students in the morning and sharing an interesting fact about science to encourage discussions before diving into the lesson. Throughout the day, I actively supported students’ learning, managed behaviour, and tailored tasks to support individual needs. Additionally, I also had an opportunity to observe experienced colleagues, which allowed me to learn, reflect, and develop my practice further. 

Q. What was the best part of the course?

I had two very contrasting placements during my PGCE, however the one thing that was consistent with both was the invaluable support and feedback I received from both my mentor and tutor, which played a key role in shaping my practice. By having such a contrast, I gained a valuable insight into the various styles of learning and teaching. This allowed me to discover my own teaching style and further played a crucial contribution in developing my teaching philosophy,

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

• It is important to build good a relationship with both students and colleagues 
• Always have an open line of communication with colleagues, mentors, and tutors
• Break down everything, whether it involves assignments or general workload 
• Don’t be afraid to ask questions
• You don’t need to make everything perfect
• Its really important to be organised and reflective 
• Be open to ideas that make you step out of your comfort zone 
• Buy a watch! 
• Remember your 'why' – why did you begin this course? Why teaching?

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 the 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 her experience on the PGCE course.

Q. Why did you choose the 糖心原创 to do your PGCE?

I chose the 糖心原创'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.