Even though many of our graduates will have progressed in their careers since completing a case study, they are still of interest to students who wish to gain an understanding of the world of work.

I am responsible for teaching my own Year 3/4 class, overseeing the learning of two other classes (also Year 3/4) and I have just taken up the role of Head of Literacy which will involve continuing with the good work of the previous Head of Literacy, as well as driving changes and improvements specifically in the curriculum area of Literacy.

As a teacher, there is no typical day! As a Phase Leader, as well as teaching my own class every day – which is a wonderful if tiring experience! – I have responsibility for managing the progress of around 75 children as well as a team of Class Teachers, Intervention Teachers, Learning Support Assistants and Tutors. This includes various monitoring, observations and target setting with these staff members. Within class, I am responsible for planning and delivering lessons to children in ways that hold their focus and appeal to their sense of wonder.

All teachers are tasked with raising attainment and I like to do this by bringing the children’s learning to life.” For example, I planned a theatre trip to Aladdin, which provided a stimulus for 6 week’s work. This linked to everything we did in all areas of the curriculum – looking at American artists and culture (including Walt Disney Studios) in Art and History lessons, and writing instructions for how to draw Mickey Mouse and other Disney characters in English.

I have to look at the way various subjects are taught and decide if it is in the best interest to continue or change delivery of lessons – for example, I changed the way that Reading is taught in my previous year group so that children had more focused attention each day and inspiration to read for pleasure, to improve reading scores. I have created and delivered interventions for children needing extra help in Reading, Writing and Maths from SEND to more able, focusing on specific skills to raise attainment and achievement.

For me, the best part of my job is working with children because their wonder for, and interest in, the world around them makes me appreciate life all the more. I often feel like they teach me a lot more than I teach them! I also love meeting the wide variety of children I have taught - seeing the fantastic diversity and appeal of working with children with a wide variety of learning needs from children with severe Special Educational Needs to Gifted and Talented Children and everyone in between including children with English as an Additional Language. The job satisfaction really is second to none when you see children overcome (sometimes overwhelming) barriers with encouragement and support.

Undoubtedly, the most challenging aspect of teaching is the paperwork that goes on behind the scenes. There are a lot of monitoring and assessment processes that must be attended to and this can be draining after spending the day with your class.

I wanted to become a teacher following some volunteering experience I did through the University of Sheffield. I worked with refugee children in a homework club in Upperthorpe and their positivity, courage and determination to learn inspired me.

I did the Primary PGCE 3 years after leaving the University of Sheffield.
Other skills that I use are:

• Planning, delivering and personalising each lesson, making the most effective use of time when presenting information. It is essential to have a strong subject knowledge of a wide variety of areas (English, Maths, Science etc).
• Presenting information in a confident and assertive manner to deliver key messages effectively with a range of children as well as colleagues and parents.
• Delivering as much new learning as possible in a short, snappy and effective way to maintain the children's interest.
• Generating interest in new ideas and concepts
• Responsibility for all of my own administration relating to tracking data using in-house school software as well as planning using Microsoft Office including Word, Excel, and Powerpoint.
• Monitoring and providing accurate, up to date statistical information relating to targets looking at each of the children in my class.
• Participating in regular pupil progress meetings and teacher performance management meetings; before these meetings I am expected to analyse key areas of strength and areas to develop/improve and consider how I will implement this
• Organising and running school-wide events

I am an experienced teacher with 4 years at my previous primary school in Slough and was Team Leader in my year group of 3 classes. My degree is in English and it has always been my passion. I have recently moved to a position which combines my management and teaching skills working as Head of Literacy in a primary school in Maidenhead.

Education:
2011-2012 Sheffield Hallam University: PGCE Primary (QTS)
2005-2008: University of Sheffield: BA (Hons) Degree in English Literature (2:1)

Employment:

St Luke’s C of E Primary School August 2017 to date
Phase Leader for Year 3 & 4, and Head of Literacy

Western House Academy September 2013 to July 2017
September 2016 to July 2017– Team Leader of Year 5
September 2013 to September 2016 – Teacher

February 2013 to July 2013: Supply Teacher, Capita Education (Sheffield & Reading branches)
Slough: June-July
Sheffield: February-June

September 2012 to February 2013: Year 3 Class Teacher, Pye Bank C of E Primary School, Sheffield
I started my career as a teacher working at this diverse and dynamic school as a Year 3 teacher in an extremely deprived area of Sheffield. Although I enjoyed the challenge of working within this role, I left due to bereavement. I planned to pick up my NQT year after our move to Slough.

June 2008- July 2011: CRA Consulting, Sheffield:
Working for a specialist legal, financial and third sector recruitment company in Sheffield, I began as a temporary receptionist and was quickly promoted to resourcing for candidates. My role then evolved and I was promoted to Recruitment Consultant.

2007-2008 University of Sheffield Development & Alumni Relations Office:
I worked as a part time Telephone Fundraiser during my final year of university.

My new role will involve developing my knowledge of assessment and moderation within English across the Borough. In the future, I would love to complete further study in Education specifically focusing on Literacy.

My degree has given me a fantastic background in Literacy, which links to every subject I have to teach. If you study English, it gives you a view of the world that allows you to see things from a wide variety of perspectives and this is essential in teaching because of the huge variety of people who you speak to every day. If you are thinking of going into teaching, get voluntary experience of working with young people of the age that you are interested in working with. I have spoken to people who have said this was the deciding factor for them - they fell in love with the idea of it, or found it simply wasn't for them. Teaching comes from the heart, so you have to love it. I always remember what my favourite English teacher told me. If you love your subject more, then teach older children. If you love teaching more, then teach younger children.

I loved my years at the University of Sheffield, made my best friends there and met my husband while he was also studying there. I never expected to leave the city after I moved there from Hertfordshire when I started university, but I moved for my husband's job. We have both found the skills we learnt invaluable - academic and otherwise - from studying at Sheffield.

Rosalind  BA (Hons) English Literature (2012)
Funding Officer  (Charity, community and development work)

Accepts questions from students about their career

Jessica  BA (Hons) English Literature (2016)
Senior Administrator (Bursaries and Work Experience)  (Business, administration and public sector)

Accepts questions from students about their career