Glenn Wharton

“I had worked alongside disadvantaged children and young people in both play and residential settings for nearly ten years, which seemed a natural step into the PGCE Primary Pathway programme.

I felt that the University's academic staff were committed to creating and executing a structured programme of study that was balanced and thorough. It was a course that was responsive to both the students' experience and current educational issues.

I admired the way University of Plymouth aspired to be an institution that promoted the development of free-thinking teachers, ones who would question and reflect. This sentiment was soundly realised throughout the course with plenty of time devoted to informal and structured group discussions. I also liked the way the department put an emphasis on reflective practice and how it was woven throughout every aspect of the course.

I am now a proud and happy teacher of a class of 12 children, teaching a KS3 year group a KS2 curriculum in an Special Educational Needs (SEN) school in North London. The children have a range of complex needs and moderate learning difficulties, and they have stacks of character with which they engage their learning day. The school is alert yet relaxed, focusing on pastoral care and a broad and tailored curriculum. I have a freedom within my practice and within each teaching day to approach learning activities with creativity.”