BA Primary Teacher Education
My initial interest in children's literature
and helping others led me to explore English studies, with the aspiration of writing children's books. However, I started looking at primary education and during an Open Day at Oxford Brookes, I felt an immediate connection. The welcoming campus, supportive staff, and vibrant community convinced me that it was the ideal environment for my studies.
I've greatly appreciated the mathematics modules.
While I initially lacked confidence in my mathematical abilities, the lecturers provided exceptional support, both in content knowledge and general encouragement. Their organised approach and unwavering assistance have significantly boosted my confidence, which has been invaluable during my teaching placements. Furthermore, the modules have enhanced my ability to ask questions and actively engage in my learning. In my third year, I plan to pursue the storytelling pathway, which offers advanced skill development and an enriching trip to the Story Museum in Oxford, where we'll learn from professionals. I'm particularly excited about this opportunity.
The strong sense of community on campus is a significant advantage.
With a relatively small cohort of around 60 students in my year, we have the opportunity to build close relationships. My Academic Advisor (AA) has been incredibly supportive, and student support services are readily accessible. This close-knit environment is truly beneficial. While the workload is demanding, the staff are committed to providing comprehensive support. My initial mathematics assignment was a source of anxiety, but the clear briefing and available resources were instrumental in my success. Since then, my grades have consistently improved, which is a testament to the support I've received.
My placements have also been invaluable.
In my first year, I completed two five-week placements in a reception class, focusing on early reading skills such as phonics.. This provided a gentle introduction to teaching. In my second year, I spent eight weeks in a year three class, which allowed me to develop a deep understanding of the students and their individual needs. It was rewarding to witness the impact I had on their learning. The placement responsibilities increase with each year, progressing from 40% teaching in the first year to 60% in the second year, and ultimately 90-100% in the third year. By the final year, you essentially assume the role of the primary teacher, which is an incredible opportunity.
I want to become an ECT (Early Career Teacher).
I also aspire to pursue a master’s in children’s literature, with the goal of creating early years picture books that explore meaningful themes like self-discovery, relationships, friendships, and family dynamics.