Everyday teaching duties such as monitoring and assessing pupil progress across all subject areas according to the New National Curriculum; planning, preparing and delivering appropriate lessons; organizing and managing support staff; and communicating effectively with parents/carers. The role of History Co-ordinator across the whole school, ensuring high quality teaching in adherence to the curriculum as well as preparing resources for all year groups. An active involvement in KS1 curriculum review and development, as well as managing and supervising end of Key Stage SATs exams for Year 2 pupils. Participating in and contributing to Wider Learning Opportunities within the school, such as the delivering of assemblies, directing Christmas productions, organizing and delivering subject-led learning days as well as arranging topic-led trips and visits. I am also an Accredited Tutor for the university of Manchester, which involves me working with student teachers in their final placements.

This was the final placement practice for the Primary PGCE. Throughout my time here I gained valuable experience in assessment using an online assessment tracker. I was also fortunate enough to become familiar in the organisation and undertaking of KS2 SATs exams. This placement allowed me to become fully engaged in the wider-school life and consolidate my experiences and learning from the course by putting everything we had learnt into practice.

My time at Prestbury C.E. Primary School provided me with an insight into the roles and responsibilities of a schoolâ€TMs subject coordinator. I created a series of tailored subject-specific lessons (in Science) and learnt how a schoolâ€TMs resources are maintained and managed. I was able to appreciate the duties coordinators are expected to undertake and enjoyed creating an efficient subject management system and improvement plan. I was able to communicate effectively between class teachers across all year groups, as well as work closely with administration staff, in order to ensure the successful management of a particular subject area.

My placement at Didsbury Road Primary School, Stockport, provided me with an in-depth focus on the development of the emerging abilities of pupils as they enter full-time schooling. As the school also has a reception and nursery, I was fortunate enough to observe progression throughout the EYFS and KS1 stages, through key teaching practices such as continuous provision. This placement presented me with the chance to take on the obligations of a full time class teacher for the first time in the UK, allowing me to develop various teaching strategies such as behaviour management and implementing effective reward systems.

I treated this year as the basis to my PGCE, putting into practice everything I had learnt from volunteering so far. Over the year, I learnt how to present myself professionally in front of my own classes in a setting that was wholly unfamiliar. I was required to teach twelve classes of sixty Junior One students a week (aged 11/13), design and create multiple lesson plans and PowerPoint presentations, as well as assist in sports weeks, school trips and parents evenings. Additionally, I gave further extra-curricular classes each Monday after school. Large class sizes, a lack of support staff and language barriers were challenges which helped to shape organisational skills and expand my initiative as a teacher. In working collaboratively with my colleagues, I learnt to appreciate the importance of effective communication between staff members, especially when addressing problems.

This fantastic experience gave me the opportunity to work with EYFS children, aged 3-6, for the first time. The large number of young pupils meant the job demanded high levels of enthusiasm and energy to ensure consistent learning. Having total freedom over what I taught, I was able to create stimulating lessons with clear learning outcomes at the end. I aimed to include VAK teaching methods in every lesson, including playing interactive games, singing songs and performing dances. As there were multiple support staff in each class, I was able to extend my management skills in order to get the maximum amount of learning in every session.

Duties included taking charge of visiting primary school classes across Key Stage 2, leading interactive discussions and giving guided tours. Being personally accountable for each class was something I took seriously and approached with professionalism. Additionally, I was granted an insight to the rigid health and safety procedures of school trips, particularly in risk assessments.