Katherine Lymer graduated in 2022 and has completed her fourth year of teaching, with a promoted position of Principal Teacher of Communities and Partnerships.
How did the programme help you in placements?
Preparation for the placements was thorough, terrifying at times (on reflection, our insightful and structured role-playing now brings a smile to my face), and covered all the important aspects of our placements: lesson planning, preparation and reflection, learning to manage with common (mis) behaviours (hence the role-playing!) as well as hands-on practice of some of the practical elements of our subject. Professional expectations and responsibilities were clearly and appropriately set, (e.g. our progressive timetables, teaching focus (junior vs senior phase) and planning deadlines – our lecturer was open to any and all questions as we prepared for placement (even those relating to wardrobe!).
While on placement, it was reassuring to know that our lecturer was on the other end of their email or phone and while, initially, their visits were a source of anxiety, as the placements progressed, they were an exciting opportunity to share improvements in practice.
How did the programme help prepare you for your first year “on the job”?
Well, of course the first year was tough – but then we had been repeatedly warned that it would be! Our lecturers shared their experiences of their first (NQT) year and our physics lecturer had arranged a call with a recent graduate so we could ask them about their training vs their first job.
In the second half of our programme, we needed to juggle completing our placement while also conducting a research project, a “Professional Enquiry”, (the results of which were presented on our return to university) and complete the documents for provisional registration as a teacher. To say it was intensive would be an understatement! However, the stages of the Professional Enquiry were broken down (“scaffolded”, in teacher speak), allowing us to meet clear and staggered deadlines. In addition, we had dedicated sessions to help us navigate registration. This approach was very helpful during our first year on the job when we were required to complete another research project, a “Practitioner Enquiry”, alongside the mandatory training, alongside teaching an approaching full timetable, alongside completing all the documentation for obtaining full registration as a teacher.
How did studying at Edinburgh Napier University help progress you to where you are now?
I’m now in my fourth year of teaching, with a promoted position of Principal Teacher of Communities and Partnership, and it’s true to say that without my degree from ENU, I absolutely wouldn’t be where I am now! As a mature student, I was encouraged to use my previous life experiences to help inform my “teacher voice” – and my approach to teaching and professional development. Without this, I wouldn’t have had the confidence to seek promotion so early in my career.
What was your experience like as a student?
In short, really positive. I applied to ENU because of their modern approach to teaching teachers, as well as their reputation in excelling in academic support and student satisfaction – examples of which I experienced before even setting a foot on campus: My initial queries were promptly answered by the course lead and subject lecturer, and I was supported to complete a speedy and efficient application process.
I loved having lectures as part of a much larger cohort (and relished the opportunities to bond over coffee in the cafe – honestly, I still miss those cappuccinos), while the focussed, subject-specific seminars were “gold”. The lab where we developed our practical science skills was fantastically resourced, and there was a huge library of physics-equipment that we could access.
Written by: Katherine Lymer, PGDE Physics
Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.
