Tag: PGDE

Meet graduate Kate Wood, PGDE Biology

Kate Wood is proudly working at Speyside High School in Morayshire after graduation.

“Choosing to complete my PGDE (Biology) at Edinburgh Napier University was one of the best decisions I’ve made, and I would wholeheartedly recommend the programme to anyone considering a career in teaching.

I first approached the university a couple of years before applying, when I was considering a career change and exploring becoming a teacher. Dr Eric Easton generously took the time to review my transcript and offer thoughtful advice. That early compassion and professionalism turned out to reflect the ethos of the entire programme.

Once on the course, I found the staff to be deeply experienced, supportive, and genuinely committed to shaping well-rounded, reflective practitioners. The tutors complemented one another exceptionally well, offering different strengths and perspectives that created a dynamic and holistic learning experience. I particularly enjoyed learning about inclusivity delivered by Dr Heather Earnshaw. This wasn’t a flat, “2D” approach to teacher education; it was nuanced, thoughtful, and rooted in real classroom practice.

One of the aspects I valued most was the space the tutors created for thoughtful discussion of the current issues affecting education today. They were able to guide us through complex and sometimes sensitive matters with compassion and expertise. These discussions broadened my understanding beyond the individual child or class, helping me to consider the wider, interconnected factors influencing education — from local community contexts to national trends and challenges.

Throughout the year, we were exposed to the full breadth of what it means to be a teacher: child development, theories of learning, pedagogical approaches, interdisciplinary learning, contexts of learning, assessment strategies, understanding additional support needs, inclusivity, and differentiation, the list goes on! Weekly subject-specific sessions were invaluable, and I draw upon the experience gained from these sessions daily in my role.

Despite the intensity of the one-year course, everything was delivered with clarity, purpose, and an evidence-informed foundation. We weren’t just taught what to do — we were taught why we do it, learning to ground our decisions in relevant research and current literature. This strong theoretical base has been invaluable now that I am in my probation year.

Placement experiences were organised with great care. I felt supported not only by my school mentor but also by the university tutors, who maintained support throughout. Their guidance helped me translate what we learned at university into real, practical teaching skills in the classroom.

I can genuinely say that the PGDE at Edinburgh Napier has equipped me with the skills, understanding, and professional values I rely on every day as a practising teacher. It is a course delivered by educators who embody the very best of the profession, and I am incredibly grateful for the experience.

I have not only been able to hit the ground running as a newly qualified teacher, but I have been able to engage in professional discussions with my new colleagues and be a contributing member to my team.”

Written by: Kate Wood, PGDE Biology

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

Meet graduate Hayley Guy, PGDE Chemistry

Hayley Guy graduated in 2024 and has just completed her first year of teaching in Fife.

“Having just completed my first year of teaching, I’ve had a chance to really appreciate how well the PGDE at Edinburgh Napier University prepared me for this role. The course gave me the perfect balance between theory and practice; we weren’t just learning about teaching, we were constantly putting it into action. From the first placement onwards, I felt supported and encouraged to try new approaches, reflect on what worked, and build my confidence in front of a class.

One of the things that stood out most to me was the sense of community. The lecturers were always approachable and genuinely wanted us to succeed, offering guidance and reassurance whenever things felt overwhelming. My peers were such a big part of the experience too, we shared ideas, supported each other through challenges, and celebrated the small wins along the way. This has continued throughout our probationary years and beyond.

I also really valued how much emphasis was placed on reflection. That mindset has carried through into my first year of teaching. I still find myself using the same reflective habits to improve my lessons and adapt to my pupils’ needs.

Looking back now, I feel incredibly grateful for the time I spent at ENU. The PGDE gave me the tools, confidence, and resilience I needed to not just survive my first year, but to really enjoy it. It set me up with a strong foundation, a supportive network, and the belief that I can keep growing and improving throughout my career as a teacher.”

Written by: Hayley Guy,  PGDE Chemistry

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

Meet graduate Katherine Lymer, PGDE Physics

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.

Meet graduate Erin Lowe, PGDE English

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

The practical focus of the course, paired with the specialist knowledge from tutors, helped stand graduate Erin Lowe in good stead in her first teaching role. Having completed her PGDE in English, she has now been teaching at Tynecastle High School in Edinburgh for two years – and has even returned to mentor other ENU students.

“I absolutely loved my time at Napier and felt so supported by the entire team throughout the process. Everyone is so passionate about teaching, learning, and improving the lives of young people and this bleeds through into their engaging and inspiring lectures. It is a welcoming department, and the importance of inclusivity and equity was highlighted on our very first day. I was so inspired to see our tutors challenge assumptions and prejudices throughout the course; helping us all to become practitioners who are committed to social justice.

All of the content and concepts we learnt felt fresh, current, and relevant. Since becoming a teacher, I have gone to many CPD events where we are taught concepts and ideas that were embedded into my practice as a result of my training at Napier. Napier truly feels like a leader in teacher training and seems to be doing something quite unique. There is a real focus on effective teaching and learning with helpful strategies and ideas that become second nature by the time you go out on placement. I understand how learning happens and what I can do as a practitioner to ensure my pupils are learning as much as they can while in my classroom. I use what I was taught every single day and feel very confident in my pedagogy as a result. Of course, I am always reflecting and learning but Napier embedded this in me too!

Our time with the English cohort was inspiring, reflective and fun. I learnt so many new techniques and texts to teach and it felt truly collaborative. I met one of my now best friends on the course and now we work together and continue this collaborative approach as we continue to share ideas and reflections every day.

Of course, nothing beats being in a classroom in front of young people but being in a lecture hall with some incredible friends, now colleagues, learning from wonderful professionals was a fantastic way to start my teaching career. I wouldn’t be where I am now without Napier and I am so thankful to the incredible team that helped me take my first steps into teaching!”

Read more about Erin’s graduate success in the Edinburgh Evening News.