University of Greater Manchester
Deane Road, Bolton, BL3 5AB.
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08/07/2025
After spending several years in a completely different sector, I reached a point where I knew something had to change. I wanted more than a job—I wanted purpose. I realised my passion had always been rooted in education: helping young people grow, feel heard, and believe in themselves. That realisation led me to the PGCE in Mathematics at the University of Greater Manchester, and now, I’m about to begin an exciting new chapter as a Lecturer in Maths at St Helens College.
It wasn’t just a love of maths that drew me to teaching—it was the opportunity to make a genuine difference. I’ve always been passionate about mental health and wellbeing, and throughout my PGCE, I explored how education can empower learners not just academically, but emotionally. I believe classrooms should be safe, supportive spaces where every student feels seen and valued—and that’s the kind of environment I’m determined to create.
From the outset, the PGCE course stood out. It’s thoughtful balance of academic content and hands-on experience gave me the tools—and the confidence—I needed to grow into the teacher I aspired to be. Over the course of the programme, I completed more than 150 hours of teaching placements at both the University and The Manchester College. These experiences helped me develop my classroom presence and refine my approach. I learned that I want to be a teacher who is kind, clear, and committed—someone who meets every learner where they are and supports them to where they could be.
One of the highlights of my journey was being mentored by three exceptional tutors—Sarah, Georgina, and Zaheen—whose belief in me never faltered. Their guidance went beyond teaching techniques. They helped me navigate the challenges, celebrate the wins, and stay grounded in my ‘why.’ They reminded me that good teaching is about connection, understanding, and impact.
A turning point for me during the PGCE was discovering the power of inclusive teaching. Whether adapting content for different needs, using behaviour strategies to create a calm learning space, or embedding safeguarding into everyday classroom practice, I left the course with a strong sense of how to teach every learner, not just the subject.
Juggling assignments, planning, and placements wasn’t easy—it was a true test of resilience. But through it, I became more organised, reflective, and determined. It was tough, yes—but also transformative.
If you’re thinking about doing a PGCE, my advice is simple: take the leap. The University of Greater Manchester doesn’t just offer a qualification—it offers a supportive, inspiring community that prepares you for the realities of the classroom.
I’m incredibly proud of how far I’ve come and grateful for everyone who helped me along the way. As I take my next steps in teaching, I do so with a clear sense of purpose—and a deep belief in education as a force for good.
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