Personal statement for PGCE primary

Personal statement for PGCE primary

My early education was marked by challenges in reading and writing, culminating in a diagnosis of dyslexia at age nine. With the support provided by my school, I developed a strong determination to overcome these difficulties. This perseverance led to high GCSE and A-level results and a 2:1 degree in Criminology from the University of England. Although criminology is not part of the national curriculum, my academic journey helped me cultivate a deep love of learning. I aspire to provide the same level of support to my future pupils, ensuring that no child is held back by barriers to learning. My personal experience with dyslexia gives me a unique perspective on the needs of children with learning difficulties, and

I am committed to recognising and addressing the diverse challenges - personal, social, and emotional - that children may face.

To gain classroom experience, I began volunteering one day a week in a primary school, eventually increasing to two days per week. I have completed 40 days in school, working across both KS1 and KS2. During this time, I observed lessons in English, maths, Spanish, science, and art, supported pupils with reading, and worked with small groups. I also began leading whole-class activities and planning lessons. These experiences have helped me understand current educational issues, such as curriculum changes, and develop effective classroom and behaviour management strategies. I have seen the impact of my support firsthand whether it’s a pupil moving up a reading band or making better behavioural choices through collaborative planning. Currently, I am working with a Year 3 class of 30 children, providing one-to-one support, leading group work, and teaching whole-class lessons. Thinking on my feet multiple times a day is challenging but rewarding, especially when I receive positive feedback on my teaching.

For the past two years, I have volunteered as a Cub Scout leader, working with 30 children aged eight to ten. This role involves weekly meetings, trips, and overnight camps, where I am responsible for the children’s physical and emotional wellbeing. Many of the skills I use in this role - resilience, good judgement, enthusiasm, energy, patience, creativity, responsibility, leadership, reliability, and stamina - are directly transferable to the classroom. A highlight was leading a mural-making project using my craft and sewing skills, with the finished piece now proudly displayed in the scout hut. This experience has significantly boosted my confidence, leadership, and communication skills.

Throughout my academic and volunteer experiences, I have learned the importance of constructive feedback. I have seen how meaningful and specific feedback from teachers can raise pupils’ self-esteem and motivation. I strive to emulate this in my own interactions with children, and have seen positive results.

I am particularly drawn to teaching KS1 and KS2, recognising the importance of this formative period in a child’s education. I understand that children in the same class may be at vastly different levels, and I am committed to mastering differentiation to meet each child’s needs effectively.

My A-levels in law, biology, and statistics have provided me with a broad academic foundation to teach the full primary curriculum. Although I did not study design-related subjects, I consider myself a creative individual and look forward to teaching art, music, and drama alongside core subjects.

My criminology degree equipped me with valuable skills such as data analysis, essay writing, critical thinking, and research. I also developed the ability to work under pressure and meet deadlines, both independently and collaboratively - skills that are essential for teaching. Studying social inequalities and safeguarding has deepened my understanding of the challenges faced by children, families, and communities.

During my degree, I completed a one-month placement with a homeless charity, helping individuals find meaningful work experience to boost their self-esteem. Despite numerous setbacks, I successfully secured a placement in the catering industry for one individual. This experience was humbling and strengthened my resilience and determination.

I believe that schools should be safe and welcoming environments where children feel confident to express themselves. This sense of security is essential for learning, and I am committed to fostering such an environment in my future classroom.