Trainee Primary Teacher

Rasheka is a trainee primary teacher with a background in directing and facilitating in professional and community theatre. Her experience spans the West End and educational projects, where she regularly worked with children aged 8–11. She is particularly motivated by the way creative approaches can help children access complex ideas—especially those who might struggle through traditional methods.

Her strengths lie in communication, organisation, and relationship-building. She plans clearly, communicates expectations effectively, and is confident managing group dynamics. She has used creative approaches—such as adapting scripts into songs for children with dyslexia—to support engagement and learning. Rasheka also shows an emerging understanding of curriculum structure, particularly the cross-curricular links within literacy, science, and the arts.

She is naturally reflective and self-aware. She identifies English and storytelling as her strongest area, drawing from her drama background. She is conscious that her science knowledge will need refreshing, and she is already engaging with curriculum materials to address this.

Behaviour management strategies Rasheka favours are empathetic and inclusive. She focuses on giving children autonomy, encouraging them to express how they feel and take ownership of their learning environment. Her calm and flexible approach is grounded in real-world experience of working with groups of children in fast-paced settings.

While she has not yet had formal safeguarding training, she shows sound instincts about reporting concerns appropriately and supporting emotional safety in class.

✅ Strengths

• Strong experience facilitating creative learning for children aged 8–11.
• Clear communicator with professional production management skills.
• Creative, reflective, and empathetic with a calm presence.
• Understands the importance of inclusive, responsive teaching approaches.

⚠️ Areas for Development

• Needs to build confidence and subject knowledge in science.
• Will benefit from school-based experience in classroom settings.
• Limited exposure to formal safeguarding frameworks (but shows sound judgement).