Trainee Primary Teacher - Blerina Gibbs

Blerina is a Teaching Assistant Level 3 and Cover Supervisor working in a primary SEND school. Since February 2024, she has supported lesson planning and delivery across the curriculum, adapted learning for individual needs, and tracked progress through observation and questioning. She regularly covers classes independently, demonstrating growing confidence in behaviour management, lesson structure, and assessment practice

Assessment notes: Teaching is not merely a profession for Oyekunle; it is a vocation driven by passion and dedi-cation. With five years of experience teaching mathematics and a history of teaching chess to hundreds of children, he aims to make a meaningful impact on young learners. Oyekunle has honed vital teaching skills, including differentiated instruction, formative as-sessment, and classroom management. He creates inclusive lesson plans using visual aids and interactive activities to engage diverse learners. His ability to assess students' under-standing enables timely feedback and strategy adjustments. In addition to mathematics, Oyekunle teaches chess, fostering critical thinking, problem-solving, and strategic planning skills. This complements the logical reasoning essential for mastering mathematics. His fascination with mathematics extends beyond the classroom, seeking innovative methods to convey complex concepts and inspire students. Oyekunle believes education is the bedrock of societal development, opening doors to op-portunities and empowering individuals. His commitment to professional growth drives his desire for formal teacher training to refine his skills and expand his pedagogical knowledge. Oyekunle aspires to be an effective educator who inspires, challenges, and supports stu-dents. He aims to mentor other educators and foster a collaborative learning community. Teaching is his calling, and he embraces it with enthusiasm, dedication, and a relentless pur-suit of excellence.

Nadia has chosen to teach business studies due to her passion for the subject and its potential to equip students with essential skills for the future. Her interest in business began at age 14 and continued through to her bachelor's degree. She believes business studies provide vital life skills, such as financial management, problem-solving, and decision-making. Nadia aims to foster students' entrepreneurial and leadership talents, giving them a deeper understanding of business operations, consumer behaviour, and economic systems. She finds teaching rewarding, as it allows her to witness and support students' growth, helping them build confidence and apply business skills in real life. Teaching business studies will also enable her to continue learning alongside her students, contributing to both their success and her personal achievement.

Paul is well-positioned for a career in education, demonstrating a solid foundation in both Physical Education and Geography. His decision to transition into teaching is backed by his significant experience and skills developed over the years. Previously working as a sports coordinator in a school, Paul has a clear understanding of the challenges and unique opportunities that the teaching profession presents. At university, Paul majored in Geography and Human Movement Studies, providing a robust academic foundation for his teaching journey. His diverse working experience equips him with maturity, professionalism, and a strong work ethic, making him a valuable addition to any school environment. His background working with young people in schools and rugby academy settings has honed his ability to teach, coach, and guide students toward adulthood. Paul's experience in managing challenging behaviours and meeting parent demands has prepared him well for the realities of teaching. He is motivated by the opportunity to help shape young people into the best versions of themselves. His current role has further sharpened his time management, administrative skills, and ability to work both autonomously and within a team. Paul's communication skills, whether through writing reports or teaching in a classroom setting, are well-developed and adaptable to various audiences. He is aware that transitioning into teaching will present new challenges but is confident in his resilient character to meet them head-on. Paul is ready to put in the necessary work to familiarize himself with the current Geography syllabus and is open to support to make the transition smoother. With his extensive transferable skills and life experience, Paul is prepared to embrace this new opportunity. His commitment to education, combined with his diverse background, makes him a promising candidate for the role of either a Physical Education or Geography teacher. Paul looks forward to contributing positively to the school community and starting his journey to becoming a dedicated and effective teacher.