From his own schooldays, Nick remembers the impact a good science teacher can have on their pupils, and helping children do their best in science subjects was high on his list of reasons to do a PGCE.
When he made the leap from a job in forensic science to teacher training, he evaluated potential PGCE courses carefully and liked what Southampton had to offer.
As well as the University鈥檚 own 鈥榦utstanding鈥 Ofsted rating, Nick was impressed by the quality of the placement schools. 鈥淚 looked at the partner schools and what they offered; there were some really good Ofsted assessments and they looked like schools that would fit in with how I鈥檇 like to teach."
Another factor was the proportion of time given to placements. 鈥淚n my previous professional life I did a lot of learning on the job and I know that鈥檚 the best way to learn. It鈥檚 in schools that we hone the craft and learn how to teach effectively.鈥
The structure of the PGCE enabled Nick to develop his skills and confidence with a month of university-based training and workshops before going into the classroom. 鈥淎s someone with no specific classroom experience, that time was really helpful.鈥
Dedicated science lab facilities
Practical tests and experiments are an integral part of secondary science teaching. With a dedicated PGCE science lab at the University, Nick and his cohort have the chance to give experiments a practice run before doing them 鈥榣ive鈥 in class.
鈥淭he lab is set up to replicate what you鈥檇 have access to in a secondary school, with the same sort of table layouts, gas taps, chemical storeroom and so on. It鈥檚 good to have time to go through the practicals and get advice from experienced tutors on the best ways to set them up and carry them out.鈥
Making the most of feedback and support
The course is taught by specialist subject tutors at the university, with mentors providing support on school placements. Nick is making sure he absorbs as much of their knowledge and experience as he can.
鈥淥ur tutors are always very reachable, whether it's at our Friday sessions on campus or by email. We鈥檙e encouraged to ask them about any queries or issues we鈥檝e got, and everyone on the science cohort takes them up on that.
鈥淏oth my placement schools are really good schools with fantastic science departments. It鈥檚 very collaborative and everyone鈥檚 willing to share tips and resources. I feel I鈥檝e been able to develop quickly because of the staff support. They give really tangible feedback that you can take on board and work on to develop your classroom skills.鈥
We get the opportunity to shadow, observe, and take lessons with many different teachers. As trainees, part of our job this year is to be a sponge and take in as much as we can.
Nick Lamprell, PGCE Sciences.
A PGCE science community
All of Southampton鈥檚 secondary PGCEs are taught in subject-specific cohorts, and Nick has found the weekly sessions with his fellow science trainees a helpful source of support.
鈥淲e can do some reflection and discuss what we鈥檝e experienced in the week. There鈥檚 a lot of camaraderie because everyone鈥檚 in the same position, and we can share advice and resources. It mirrors the kind of ideal collaborative environment you鈥檇 have within a school.
鈥淚t鈥檚 a demanding year so being able to voice that with people who are experiencing the same thing is a really good way to de-stress at the end of each week.鈥
Nurturing potential
Remembering how much impact his own science teachers had on him, Nick is excited about going into a career where he can make a difference. 鈥淗elping people to understand and do their best in science has always been a big thing for me.鈥
Having secured a job at his placement school for September, he is well on the way to achieving that aim.