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Writing a pgce personal statement.

If you’re applying to train as a teacher you’ll be required to write a personal statement as part of your application.

Take your time writing your personal statement. It’s your first chance to make a good impression so it's well worth investing time to develop a clear structure and style of writing.

It’s a good idea to proofread your statement thoroughly and get others to read through and check for typos, grammatical errors, style, and tone.

What's the personal statement for? 

The personal statement is crucial to your PGCE application; it is used primarily to decide whether to invite you for an interview. A poorly written personal statement could end your teaching career before it has started!

This is your chance to demonstrate what you have to offer as a teacher. You should also explain why you want to teach a particular subject or age range, and how your skills and experience will help you become a great teacher. It’s your chance to show your motivation, commitment and teaching potential and an opportunity to show your enthusiasm for teaching a particular subject or age group.

Remember, you only get one opportunity to write a personal statement for both cycles of applications, so it’s important to keep in mind that you should avoid creating tailored personal statements for each university.

How to write and structure your personal statement

The personal statement is split into two sections totalling a maximum of 1,000 words. It’s important to make sure you do not repeat yourself and to take time to ensure that each section is organised coherently. Divide your writing into paragraphs, each dealing with a particular aspect of the question.

Section 1: Why do you want to teach?

(Up to 600 words).

This is the place to talk about why you think you would make a great teacher. You can include:  

• what has led you to choose teacher training
• your understanding of the demands and rewards of the PGCE course and of the teaching profession
• the personal qualities that will make you a valuable asset to a school
• details of any paid or unpaid experience you have of working with young people and what you learnt
• details of any other experiences which you can bring to the teaching profession. Think about any ‘transferable skills’ or qualities which you have developed which may be relevant to teaching.
• If you are a career-changer, what have you been doing and what are your reasons for the switch to teaching?
• your thoughts on children’s wellbeing and the education system

Your personal statement should tell us why you want to teach, your skills and about any experience you might have of working with young people or in the education sector. If you are taking any exams or additional study before starting the course, particularly if this relates to your eligibility to join the course, we want to hear about it.

It should also show that you understand the education system, what challenges teachers face and that you’re engaged with issues around education.

If you’ve not taught before, think about any other things you’ve done that might demonstrate the skills you’ll need to be a teacher (your transferable skills).

Although it’s a good place to expand on your skills and experience, this shouldn’t be the main focus of your personal statement as the rest of the application will showcase this.

Section 2: Why are you suited to teach your subjects or age group?

Up to 400 words.

Remember to not repeat anything you have already said in section 1!

If you’re writing a personal statement for secondary teacher training, use this section to describe your knowledge and experience of the subjects you’ve chosen. Any work experience in the field will be of interest.

What universities are looking for

Universities want to see your passion for teaching and understand why you think teaching this subject or age group is the right career for you.

Your personal statement should be original and honest. Try and avoid clichés or writing what you think we want to hear. All we really want to hear are the real reasons you’re applying to study a PGCE and become a teacher.

If you’re writing a personal statement for primary teacher training, say why you’d like to teach this age group. If you are particularly interested in certain primary subjects or have relevant experience in them, you can talk about that here too.  

You could talk about:

• any relevant work or unpaid experience
• your degree and degree modules
• your other relevant qualifications, such as A levels
• any relevant skills, interests or achievements
• your understanding of the national curriculum

Questions your personal statement should answer

• Why do you want to be a teacher? 
• Why do you want to teach a particular subject, Key Stage or age group? 
• What are your strengths? 
• What experience do you have and how has this influenced your desire to teach? 
• What skills do you have that would be useful for teaching

The finer details

Your personal statement should be:

• no more than 1000 words
• written in the first-person 
• grammatically correct - we suggest writing in a document before adding to your application
• your own work, don’t copy from anywhere online 
• structured correctly with a clear introduction, evidenced paragraphs and a conclusion 
• proof-read before being submitted

And finally, be prepared to answer questions about what you’ve written in your personal statement at the interview stage!

Find out more about how to get into teaching .  

Find out more about how to get into teaching . 

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What to Include in Your PGCE Personal Statement

How your pgce personal statement should be structured, example personal statement, final thoughts, pgce personal statement.

Updated November 24, 2021

A PGCE personal statement is written as part of the application process for teacher training and gives candidates an opportunity to showcase their skills and attributes.

PGCE candidates will only write one personal statement, which is used to apply for all of their preferred choices. Students upload their personal statement to the UCAS Teacher Training system, and it is submitted for all choices in both phases of the application process (‘Apply 1’ and ‘Apply 2’). No changes can be made once it is submitted.

The personal statement is often used as the deciding factor for choosing whom to invite to interview . This piece of writing should explain the experience you have and how this translates into your abilities in the classroom.

It should also present what you might be like as a teacher – how will your personality and interests help engage students and get them enthused about the subject?

A lot is riding on your personal statement and writing it can be a daunting task. This guide will outline what your PGCE personal statement should contain and how to structure it for the best chance of success.

The admissions team will want to know about the skills, experience and personal qualities you have that would make you perfect for a teaching career. They need to see you have the dedication and passion to complete your PGCE and have a successful future.

Simply saying, “I would be good at this role and am well suited to it” isn’t enough. The PGCE provider needs to read real examples that demonstrate your skills and abilities and meet their requirements.

Here are some details you may want to include in your personal statement:

1. About You

A teacher’s personality and personal experience will be highly influential, therefore your own experiences are relevant to your application.

Before you start writing, it’s a good idea to spend a few minutes jotting down some key facts that are relevant to teaching. These might include:

• Your interests
• Qualifications/achievements
• What motivates you
• Your upbringing
• Relevant skills

Remember to include examples in your list. Coaching a sports team in your spare time suggests you are experienced in motivating young people and getting the best out of them. Maybe you play an instrument and use music in class. Including qualities like these will make your application stand out.

2. Why You Want to Teach

A key element of your application is explaining why you have chosen teaching as your future career. Show an awareness of how teachers can inspire individuals and also the benefits you might see in yourself.

Try to broaden your answer further than simply saying you are passionate about teaching or children. Every applicant will say they are passionate.

Give details of experiences that moved you towards this career or, perhaps, even the moment you realised this was what you were born to do. By using genuine examples, your passion and excitement will shine through.

3. Why You Are the Best Candidate

Try not to pull out a cliché like “I am passionate, dedicated and reliable” – make your application stand out by using a paragraph that the provider won’t see in any other application that day.

Think about what makes you different from any other candidate. Other applicants may say they can take charge of a class and have experience dealing with challenging children, but will they sing an entire lesson just to get the pupils to engage with them, like you did in your work experience? Or will they bring in a structure made out of Lego to demonstrate osmosis, like you did on your degree placement? Think of what makes you, you.

4. Why a PGCE?

Include details of why you have chosen to go down the route of a PGCE rather than doing a full teaching degree. Perhaps you dipped your toe into teaching while travelling after your degree and realised how much you love it, or maybe you are passionate about biology and wanted to decide at a later date whether to go into teaching or industry.

Show that you have done your research and understand the structure of the PGCE and what will be required.

5. Teaching-Related Experience

Include details of any experience you have gained working in schools or with children in another environment. This might include:

• Work experience
• Visits to schools
• Teaching assistant roles
• Voluntary teaching/supervision roles (like helping out at a scout hut, etc.)
• Experience via the Get School Experience service
• Classroom observations

With every experience you discuss, note the skills you gained and how they will benefit you as a teacher and how they have improved your understanding of the education system.

6. Other Professional Experience

Teaching demands a range of different skills – it’s not simply a case of delivering information.

Talk about past positions you have held:

• Did you manage people?
• Did you work within a team?
• Did you negotiate?
• Have you trained or coached others?
• When have you communicated information to different audiences?

The skills you have gained throughout your education, work and personal life can be highly relevant to your application. Be sure to include details of why these skills will make you excel as a teacher.

7. What You Learnt During Your Degree

Whether your degree was in the subject you intend to teach or not, it’s important to talk about the skills you developed throughout your learning and how they will benefit you as a teacher.

If you’re struggling to find transferable skills , here are some ideas:

• Think about how you communicated (presentations, critiquing the work of your peers, etc.)
• Give examples of how you organised yourself
• Describe times you helped others with their learning

Remember to talk about the benefits your initial degree will bring when studying for your PGCE and how your interest in it has inspired your desire to teach.

8. Your Knowledge of What Training to Be/Being a Teacher Entails

It’s important to stress your commitment to your training. To do this, you should demonstrate that you have done your research and are fully aware of what is to come.

Although teaching is a highly rewarding career, no one applying for teacher training will do so without being aware of the challenging nature of the profession.

There is no need to ignore these challenges in your application; actually, it will work in your favour if you show that you have thought about these challenges and are sufficiently prepared.

Talk about the positives and negatives that you expect to experience in your training and within your career, and how your core strengths will help you deal with them.

9. Your Future Plans

Discuss your plans beyond the PGCE:

• Do you have the ambition to be a headteacher?
• Do you plan to take on pastoral responsibilities?

Show a keenness to immerse yourself in the school system and be open to opportunities that come your way.

10. Extenuating Circumstances 

Your personal statement is the place to openly discuss any extenuating circumstances, such as low grades or large gaps in employment/education. Make sure you show how you have overcome these challenges and what you learnt from them.

Write your personal statement in Word (or equivalent) and make sure you are happy with it before copying and pasting it into your application on the UCAS system.

You need to keep your personal statement to no more than 4,000 characters across a maximum of 47 lines of text . The UCAS Teacher Training system may differ slightly to your word processor, so be prepared to amend slightly once you have copied it into the UCAS page.

To keep to the character limit and cover all the suggested material above, you will need to be succinct. Make sure you only talk about topics that are relevant and delete any waffle.

Your opening statement should be strong and memorable – a good idea is to state why you have decided to get into teaching. Back up all details with examples and be sure to say what you learned from the experience or how you can bring the skills you developed into the classroom.

Split your statement into three sections:

• Introduction – Introduce yourself and talk about why you want to do a PGCE
• Middle – Use the notes above to cover the key details
• Conclusion – Tell the reader why you are the best person for the place they are offering

Avoid using bold, underlining or italics, and write in English (or Welsh if applying for Welsh PGCEs). The UCAS system will strip all special formatting out of the personal statement (except paragraph breaks) so ensure you keep it simple.

When you are happy with the content, make sure you ask someone to check your work . Spelling and grammar in personal statements should be accurate. Make sure you have not copied anyone else’s work at all – UCAS screens all applications for plagiarism.

Below is an example personal statement which covers all of the key points you should include in this piece of writing:

A teacher at my secondary school single-handedly transformed my passion and ability for maths; I was predicted an ‘F’ at GCSE and in a matter of months, she helped me achieve a ‘B’ and start to enjoy the subject. I can’t think of a more satisfying job than one in which you can inspire young people in the way my teacher inspired me. After achieving a ‘B’ in maths at A-Level, I went on to study the subject at University College London and graduated in 2018 with a 2.1. It was in the final year of my degree that I had my first taste of teaching the subject, as several of the modules involved presenting topics to large groups of first-year students. I was thrilled when students asked to see me afterwards to share their observations of what I had been discussing – it was clear my enthusiasm had rubbed off on them and they were excited by maths, which is exactly why I want to teach. I currently work as a teaching assistant at St Andrew’s School, where I have been for six months. This position has given me a great insight into the skills needed to be a fantastic teacher; the school has several SEN pupils and I have been exposed to the more challenging side of the profession. Being trusted to run activities with the entire class has helped me build confidence and learn how important it is to adapt lesson plans to engage students who have different abilities. I have gained valuable skills in implementing strategies such as gentle competitiveness between pupils, and tactical seating plans to get the best out of each student. Before working at St Andrew’s, I completed a work experience placement at Bell Lane Academy where I shadowed teachers working across the five different year groups. This experience helped hone my skills in addressing different age groups in different ways. My ability to get the best out of students is further strengthened by the experience I am currently gaining in the position of assistant coach at my local netball team. Having worked with the girls for the last 18 months, I have developed different ways of motivating individuals, helping push them outside of their comfort zones and encouraging them to take on new challenges. In my spare time, I enjoy playing netball and rugby and would be keen to take on extra responsibilities at a school in the form of after school clubs or teams. I also have a keen interest in management styles and personality types. The knowledge I gain from books on these topics helps me understand pupils and their differing learning styles – what works for them and what doesn’t. It also helps me look inwardly, analysing my own leadership style and methods of teaching. I have chosen to do a PGCE because I am passionate about maths, and I wanted to spend three years of a degree course exploring the subject further, rather than embarking on teacher training straight from school. My degree course has helped me with my confidence and my ability to speak in front of large groups of people. Teaching first-year students during my degree course helped me think about how to deliver the subject in an exciting and creative way. The experience I have had so far has clearly shown that teaching is an extremely challenging profession, but one which I believe is undeniably my calling in life. I adore maths and I want to bring the subject alive, helping children learn in an exciting, rewarding environment. A few weeks ago, I took it upon myself to ask the headteacher for permission to get the whole year group involved in a human percentages exercise – the children loved it. I believe I should be offered a place on your PGCE programme because I can commit to dedicating myself to a role in which I will strive to inspire and excite every pupil I teach.

The personal statement is your one opportunity to capture the attention of the PGCE provider and set yourself apart from other candidates. Teaching is about bringing your personality into the classroom and inspiring students, so avoid a formulaic application and speak from the heart, giving a full picture of who you are.

Your answers should convey enthusiasm for inspiring young people, a passion for teaching, creativity, excellent organisational skills and energy.

Demonstrate an awareness of this challenging profession but conclude with excitement and enthusiasm for your chosen career path.

You might also be interested in these other Wikijob articles:

Or explore the Postgraduate / Further Study sections.

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How to write a PGCE personal statement

29 th September 2021

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Advice on how to write a PGCE personal statement that shows you’d make a great addition to a teacher training course.

What is a teacher training personal statement?

What to write, pgce personal statement tips.

When applying for a PGCE or postgraduate teacher training, you’ll probably have to write a personal statement. This is your chance to say why you’d make a great teacher by highlighting your relevant experiences and passion for teaching.

If you’re applying directly to a university or school, you should tailor your statement precisely to the course you’re applying for.

If you’re applying through UCAS Teacher Training, you can send your application to more than one university. Therefore, your statement should be more generic so that it applies to each one you’re applying to.

In both cases, make sure that your personal statement reflects the nature of the course or courses you’re applying for. Think about, for example, is it school- or university-based training? What age of students will you be teaching? Will you be specialising in a particular subject?

Before you start writing, look at any information you can find about the course and what you must do to apply. Has the university provided any guidance or topics of what you need to cover?

If not, can you speak to one of the course tutors to discuss what they might want to see in your statement? Or can you talk to a current PGCE student and ask what they wrote in theirs?

When you have a good idea of what admissions tutors will be looking for, create a mind map or list:

• Your relevant academic and practical experiences
• Areas of the course that you’re most interested in
• Anything else the university wants you to include

When structuring your statement, you can use your mind map or list to plan what information to put where.

Your structure can look something like:

• Introduction – about yourself and why you want to do the PGCE
• Middle paragraphs – relevant information of your academic achievements and experiences of working within education
• Concluding paragraph – tying up the main points of why you’re the best candidate for the course

If you’re applying directly to the university, check what the word limit for your personal statement is.

If you’re submitting to UCAS Teacher Training, your personal statement can be up to 47 lines of text or 4,000 characters.

Expanding on your mind map or list from before, think in more depth about why you want to teach.

• What qualities do you have that would make you good at teaching?
• What do you think are the challenges and benefits of being a teacher?
• Why have you chosen this particular age group and/or subject?
• What have you learned from your previous experiences in education?
• Will you be completing any extra exams or relevant experiences before the course starts?

If you studied education at undergraduate level, your course was probably focused on the theoretical side of the subject. Your PGCE course, however, will be about applying those theories to real-life situations in schools. Your personal statement should reflect your understanding of this.

If you haven’t taught before, what other activities or events in your life suggest that you would make a good teacher? Have you worked with children in different environments?

Admissions tutors don’t just want to see why you think your experiences make you a good teacher. Instead, they want to know that you’re aware of the importance of teaching and the demands that come with it.

• Why is it important to reflect on your abilities as a teaching practitioner?
• How will you work on your own development to become a great teacher?
• What interests you about the education system and its challenges?
• Do you have any thoughts are on child welfare and social justice?

When writing, make sure to use evidence and examples to back up your points. Through your tone of voice, try to show that you are positive and passionate about the work.

To see more information on how to style your personal statement, see our postgraduate statements guide.

• Ask someone you know to check it through. Even better if you can get feedback from a teacher
• See if you can speak to other students applying for a PGCE to share thoughts and ideas of what to write
• Similarly, reach out to PGCE staff at your university – or a teacher you know – they have experience that might be valuable to you!
• Any time you can spend in a school will be a valuable addition to your application. If you haven’t already, see if you can arrange to volunteer with one locally
• If you’re invited to an interview, you’ll be asked about what you’ve written on your statement, so be prepared to talk about it in more detail

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PGCE Personal Statement Sample

Learning is natural, necessary and nurtured aspect of life. Being a teacher will allow me to become an important figure in this process, where I endeavour to impart knowledge, expand perceptions and provide life tools during a critical stage in development. Work experience, interpersonal skills and a solid grounding in childhood, family and education studies, make me an ideal candidate to embark on a PGCE Primary, the next step in my career to become a successful teacher.  

To further explore the teaching role and environment, I have undertaken a variety of placements in different year groups. Completing a full school year placement as a reception class assistant at Birchfield Community Primary School, I was responsible for a range of in-class activities, such as reading, creative play and one-to-one mentoring. Here I developed my communication skills with children who were just entering education. The reception age group presented a wide range of personalities, levels of structure, obedience and social skills. This highlighted my ability to effectively communicate with children from diverse backgrounds, encouraging positive social skills, and showing reward for achievement required for the next year of learning. Being patient and understanding, was essential to providing effective guidance through tasks children were finding difficult. This long term placement allowed me to evaluate the pupil’s and class progress over a long period of time. Completing this placement confirmed my passion for teaching, feeling a sense of achievement in my role.

Contrasting to reception age, I volunteered for four weeks in year five. This age group presented a myriad of challenges which required alternative communication and creative skills. This experience allowed me to immerse myself in a classroom containing a range of behaviours, levels of intellect and underlying issues which contributed to the learning environment. English as a second language also presented another learning dynamic which reflected the cultural diverse country we live in. I was fortunate enough to observe lesson plans, which requires a high level of understanding of the age group and creativity to best present new ideas and concepts in an interesting way. This experience developed my interpersonal skills, broadened my teaching styles and class management.

During these experiences, I developed and enhanced skills which are important for becoming an effective teacher. My genuine enthusiasm throughout my experience was reflected in my teaching style, where I feel pupils are more likely to learn from those who have a passion for what they are imparting. I have also honed my communication skills with pupils, co-workers and parents, all important figures in the child’s development. Creativity, initiative and organisation are skills which I believe are critical to successful management groups of children. I believe these are core skills to help children develop their confidence and ability, both academically and socially. I thoroughly enjoyed these placements, providing great insight and reinforced my desire to teach.

Studying BA (Hons) Childhood and Family Studies and Education Studies, I have gained a deeper understanding of child development and psychology, which has supported my communication skills with challenging classroom behaviours. My knowledge of families, communities and culture allows me to explore different approaches to learning, where I will be able to adapt teaching styles to suit the class learning process. Group projects and presentations have highlighted my teamwork and leadership skills, as well as presenting information in a clear and articulate manner.

I enjoy regular exercise, such as football and running, teaching me that a healthy mind and body is essential to managing stress, being the best I can be as a teacher and role model. My experience has shown I have the dedication, creativity, resourcefulness and passion to become an inspirational teacher.

This PGCE Personal Statement sample will hopefully aid you in your quest to gaining the education that you so desire.

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PGCE Personal Statement Example

Are you applying to PGCE (Postgraduate Certificate in Education) Primary or Secondary? Start your application by writing a PGCE personal statement with our example as a guide.

Personal Statement Example for PGCE Secondary

My twenty-year teaching career has given me extensive skills in training and management, as well as working directly with children. As a result of these roles, I have been able to observe how my experience within teaching has impacted my ability to assess and report on a variety of issues. Moreover, I have regularly studied and completed professional training to be able to provide feedback, allowing me to provide successful mentoring and assessment.

Studying for a degree in Early Years Education offered me a chance to develop analytical skills by translating teaching experience into academic qualifications. In academic studies, the evidence must be gathered, analyzed, and interpreted, and findings must be documented consistently. My experience gathered evidence through essay writing and project work, whether consulting previous studies or conducting my own. Being consistently recognized for my outstanding performance demonstrates that I am an expert in this field.

As a supervisor, manager, chairperson and governor, I gained experience in gathering, analyzing and interpreting evidence within an academic context. Reporting on findings at committee meetings or in writing has been part of each of these roles.

Through my previous role in preschool management, I demonstrated my dedication to facilitating learning through training and supervision, which required an understanding of the impact of decisions at the management level on the quality of education. Educational planning has to be considered alongside practical concerns, such as budget restrictions when using the Early Years Educational Framework. It took organisational and diplomatic skills to implement this framework by managing an existing team. My commitment to training and development allowed me to acquire the skills necessary for this; while a fair, reasonable approach to feedback allowed me to instil the same in my colleagues. Through this approach to constructive feedback, I was also able to provide structured guidance to students visiting from local colleges.

Additionally, I recruited and trained staff, controlled budgets, and established strong relationships between colleagues and parents. The ultimate responsibility for key decisions lay with me, even though my role as chair of the committee involved considering and meditating disparate viewpoints. By accepting this responsibility, I demonstrated my ability to weigh up the evidence to reach balanced judgements, which have always benefited the children.

My experience has taught me that communication skills are essential in any management position. Besides academic writing, I have been responsible for producing a variety of documents, including staff and pupil records, training materials, and fundraising materials. I have also been instrumental in producing a monthly 35-page parish magazine, requiring an eye for detail and a strong grasp of word processing and publishing IT packages, as well as the ability to respond to the concerns of contributors and advertisers.

I have developed my verbal critical feedback skills via staff management and training, and my work on mainly located has given me a priceless opportunity to mediate and lead the conversation, defending, interpreting, and adjusting my opinion as needed.

I have consistently maintained a high degree of professionalism. I’ve continued to be passionate about learning new things and expanding my experience so that I can properly perform each function. I have expertise with and have adapted to the appropriate frameworks for each educational institution I have worked in, both in the classroom and in simpler elements, including health and safety laws.

Due to my experience working in early childhood education in both the UK and Australia, I have also demonstrated my ability to quickly and efficiently adjust to foreign environments while maintaining the same high quality of care. I have worked to establish solid, professional connections with all stakeholders in addition to my practical understanding of each function, and I have proven to be an asset as a committee member and in supervisory responsibilities.

Although it has been evident in my managerial and administrative duties, my enthusiastic and thoughtful commitment to delivering a top-notch education for every kid has also sparked energy inside the educational setting. My dedication to equality, diversity, and excellence in education—as well as the many challenges that these values present—has been inspired by my work with children of all ages and my extensive experience working with children with special educational needs, such as autism, Down syndrome, cerebral palsy, and visual and hearing impairments.

Other examples:

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Writing a personal statement for a PGCE

How To Write a PGCE Personal Statement

Your personal statement is crucial to the success of your application and must be well written, concise, well-structured. It must also clearly demonstrate your reasons for choosing teaching and your commitment and suitability for this career in only 47 lines!

Before applying, do your research. Find out what being a teacher is really like. Get experience in a school, talk to teachers and read careers information.

General Tips:

• Compose your statement in Word and cut and paste it into your online application. This will allow you to ensure it fits, that you have used spell check and have proofread it to ensure its word perfect. Personal statements with a poor level of written English will be rejected.
• Use Verdana 12 as this is the size and font used by UCAS.
• Ensure it has a good structure with an introduction, a middle and a conclusion.
• Get someone to check your final draft who is knowledgeable in this area and whose judgement you trust.
• Research the Training Provider you are applying for. Which skills/experience/qualifications do they expect?

Your Personal Statement should:

• be persuasive
• be fluent, realistic, relevant and specific
• mention young people- it is about enabling them to learn rather than why you want to teach
• overuse of short sentences all beginning with ‘I’
• general statements and narrative
• I feel/think/believe – instead, use positive action words e.g. planned/managed/implemented/organised
• making a statement without having evidence to back it up

Sections in your Personal Statement:

• Introduction- why teaching and why you?
• The relevance of your work experience
• What subject you want to teach and why?
• Additional factors
• Concluding paragraph

1.Introduction

Why teaching?

• What is your motivation? What has influenced your decision to teach? Avoid ‘I have always wanted to teach’ or ‘I believe teaching is worthwhile’ or ‘I like children’.
• Concentrate on what influenced your decision to teach, how the idea has developed and what can you offer in terms of personal skills and attributes.
• Have certain people influenced you? Why? How?
• Show your desire to work with young people and refer to evidence.

Make a list of skills and qualities that you have that can be linked to all the key skills that make an effective teacher and how you can demonstrate this with examples:

• Organisation
• Communication
• Energy & enthusiasm
• Responsibility
• Love of subject
• Team player

2.Relevant Experience

School-based experience:

• Where? Try to avoid visiting the school you attended as a pupil
• How long for? One day is probably not enough time to see what it means to be a teacher, you need enough time to gain a good understanding of teaching and schools.
• What did you do? Did you observe lessons, work as a TA, attend meetings/training/ research curriculum/teaching and learning/had a focus on EAL or SEND pupils?
• What Key Stages did you experience? Make sure it is relevant to the specific PGCE course you are applying for.
• What techniques did you observe? Effective and not effective and why?
• Lesson-planning
• Classroom organisation
• Classroom management
• Inclusion/ diversity issues e.g. English as an additional language (EAL); special educational needs (SEND); disadvantaged pupils and gifted and talented pupils.

Always say what you have done and how it demonstrates the skills required as a teacher. For example, ‘reading with a group of pupils showed me that…’ or ‘working with a low ability group allowed me to…’

Other work with young people (paid/unpaid): 

• Youth groups
• After school groups
• Summer camps

What if you don’t have any relevant experience?

Highlight the other experiences you have engaged in and use these to demonstrate your understanding of teaching and schools.

3. What subject you want to teach and why?

• For Secondary, you need to show that you are passionate about your subject area and passing on that enthusiasm to young people.
• Link to relevant work experience, what have you observed and match your skills to this.
• Refer to any research you have done regarding your subject and also the curriculum/ examinations you would be required to teach at that Key Stage
• Link your qualifications and wider reading to your subject knowledge, if your qualifications are not relevant you need to show how you are going to develop your subject knowledge in order to teach the subject.
• State why you have applied to this particular type of PGCE course e.g. school-based/ flexibility/ reputation.

4. Additional Factors

• Hobbies linked to the profession/ skill set e.g. value-added skills such as sport, music, language etc.
• Additional courses you have completed/ completing e.g. ICT, subject knowledge enhancement course etc.
• Further experiences planned for the future prior to commencing a PGCE course.

5. Concluding Paragraph

• State your commitment to the course, acknowledge that teaching requires dedication, stamina, time management, being pro-active
• Reinforce your reasons for being committed to teaching
• Demonstrate awareness of the physical and mental demands of the course and the profession
• Career plan – what is your goal for your teaching career?

A teacher’s must-have qualities:

• Interpersonal skills
• Ability to think of their feet
• Good time-management

Background Reading

www.ucas.com/ucas/teacher-training 

Times Educational Supplement ( www.tes.com )

www.theguardian.com/education

Ready to apply for a course with us? Visit our How to Apply section for what to do next

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Writing a personal statement for teacher training

These guidelines apply to applications for a PGCE or Schools Direct which are both made through Apply on the .Gov website

Include the following:

• Your reasons for teaching: Avoid clichés like, "I've always wanted to be a teacher".
• Choice of programme: Demonstrate that you have made a well-researched and informed choice. Show your knowledge of Initial Teacher Training providers.
• Knowledge and commitment to the age range you are applying for: If you are applying for both primary and secondary places in the same application, you need to make a strong case for your preferred option.
• Subject specific commitment: Subject tutors read the forms, so if you are applying for secondary it is important to mention this.
• Enthusiasm: Selectors look for clear-headed, informed enthusiasm. You need to demonstrate you understand the demands of the profession. Why would you be a good teacher?
• the national curriculum, national strategies and subject organisations eg The Association of Science Education
• classroom management (behaviour, groups, resources, timing and pastoral care)
• teachers roles and responsibilities
• classroom organisation
• differentiation- special education needs (SEN)
• the role of ICT
• assessment for learning
• awareness of possible gaps - eg if you have a C grade in English and are applying for primary, you need to show that you are willing to polish up
• Mention any geographical restrictions you have, as these may be taken into account.
• Get advice on your personal statement
• Information on routes into teaching

Further advice

• From the Department for Education
• Target Jobs advice on writing your personal statement
• Getting in touch

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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• Education and teaching personal statements

ICT PGCE degree personal statement example (1a)

As a motivated, organized and dynamic individual, I feel I can bring so much to the teaching profession. From a very young age I had an interest in computers and video games, and a wonder of how they worked. These fascinations lead me to pursue a degree in computing, and last year I achieved a Bachelor of Science in Computing and Web Development from the Institute of Technology, Sligo.

I first realised I would like to become a teacher in my final years at secondary school. I attended a boarding school in Dublin, which I could easily claim to be the best years of my life. As a boarding student, almost my entire teenage years revolved around school. The extra time living in school helped students and teachers build good relationships, particularly through sport and other extra curricular activities. I had a good rapport with many teachers and this has influenced me greatly to pursue a career in teaching.

I would consider myself to be athletic and have always been involved with sports at school and at local level. I had been selected to captain my football team on more than one occasion, and displayed some strong leadership skills whilst doing so. This lead me to become a coaching assistant in the training of younger teams over the last two years, primarily the 13 to 17 year old age group, which I believe has helped me improve my communication skills and the ability to build a good rapport with that age group. This coaching experience has given me a taste of what working with teenagers can be like, proving to me that it can be challenging, yet enjoyable.

I am now certain that it is secondary school students that I would like to teach. Such is my determination to become a teacher, that since graduating from college, I have achieved a qualification in teaching English as a foreign language (TEFL Certificate). I learnt some teaching skills through this course such as how best to give feedback, motivational skills, classroom management and cultural awareness in the classroom. I found this course to be enjoyable and interesting, but at the same time I found elements of it to be challenging. I am determined to have completed several months of teaching English as a second language before any potential PGCE course start dates in a foreign country teaching English, to try and gain some more classroom experience and more experience working with young students.

On top of this, I have arranged for an observation day to shadow an ICT teacher at a school in England. I hope to gain an insight into the English education system and how ICT is thought in English schools. I had hoped to get at least one week of shadowing an ICT teacher, but I have had considerable difficulty in doing so. . I would be delighted to be given the opportunity to teach, as it would allow me to share not just my knowledge and passion of computing and technology, but also my life experiences, in a rewarding and challenging career. I am aware that working with teenagers has its challenges, but I am confident I am capable of dealing with these challenges and can help the students to reach their full potential.

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• How To Write Your Postgraduate Personal Statement

Postgraduate study

• What are the differences between an undergraduate and postgraduate personal statement?
• Why study postgraduate?
• Modes of study

What's on this page?

What is a personal statement, preparing to write your personal statement, opening your personal statement, work experience and future plans, ending your personal statement.

Your postgraduate personal statement is your chance to get noticed for your expertise and experience you’ve gathered. It’s an important part of the application process as it allows you to talk about yourself and your passions and prove the value you can bring to your chosen university.

In this article, we’re going to talk you through how to write a postgraduate personal statement that stands out and gives you the best chance of being offered a place on the master’s programme you’re applying for. 

Shona Barrie – Director of Admissions, University of Stirling

You’ll have already written a personal statement for your undergraduate study, so you’ll know the importance of preparation. There are two things to think about when you’re planning:

• The practical and factual information you need to get across.
• Then, the more emotional, human parts of you that make you different to everyone else. 

Before you start writing, take some time to think about the key things you’d want your chosen university to know about you, and get them down on paper.

Questions to focus your mind

• Why have you chosen this master’s programme?
• Why are you passionate about this subject matter? 
• How has your undergraduate study influenced your decision to apply?
• Have you got any work experience that might help you?
• What life experiences have you had that you could talk about?
• What achievements can you talk about to support your application?
• Why do you want to study at this particular university?
• What plans and ambitions do you have for your future career?

Three top tips

Be specific.

Remember that a postgraduate personal statement needs you to talk specifically about the university you’ve chosen.

Demonstrate experience

Universities will be looking for postgraduate students who are able to demonstrate expertise in a particular subject – so include that.

Show what you've learnt

Tell the university about your university life as an undergraduate and include any clubs or societies you were involved in.

Admissions tutors will be reading a lot of personal statements so it’s important to grab their attention right from the start. 

You can find a full guide on How to start a personal statement: The attention grabber but here are the main things for you to think about. 

• Don’t overthink the opening . Just start by showing your enthusiasm for the subject, showcasing your knowledge and understanding, and sharing your ambitions of what you want to achieve.
• Avoid cliches . Remember, this opening part is simply about introducing yourself, so let the admissions tutor reading your personal statement get to know you. 
• Keep it relevant and simple . You’re limited on how much you can include so avoid long-winded explanations. Why use 50 words when ten can make your point?

Talking about the course

Now you’re ready to start talking about the course and subject you’re applying for.

There are four main areas you’ll need to cover in this section of your personal statement. 

• Why are you applying for this master’s?  Think about your undergraduate study and how this master’s will develop your expertise further. Do you have career aspirations this course will help you achieve?
• Why does the subject interest you? This is your chance to show your passion and really demonstrate who you are. If you have work or volunteering experiences related to the subject, include them here.
• Why do you think you’ll be an asset to the university?  Your personal and practical skills combined together create a unique picture of who you are and why you’ll be a successful postgraduate student, so include both. 
• How does your previous undergraduate study relate to the course? Showcase your enthusiasm for your current study and take the opportunity to demonstrate your skills and knowledge now, and how you want to build on that. 

Next, you’ll need to write about your personal skills and achievements.

Universities like to know the abilities you have that’ll help you on the course, or generally with life at university. Don’t forget to include evidence to back up why you’re so passionate about the programme you’ve chosen.

Your personal skills and achievements

Be bold and talk about the achievements you’re proud of., include positions of responsibility you hold, or have held, both in and out of school., what are the things that make you interesting, special, or unique .

Your work experience and future plans are important to include in your personal statement. You should share details of jobs, placements, work experience, or voluntary work, particularly if it's relevant to your course. 

• Try to link any experience to skills or qualities that’ll make you successful on your course.
• If you know what you’d like to do after as a career, explain how you plan to use the knowledge and experience you’ll gain.

It’s always good to connect the beginning of your statement to the end and a great way to reinforce what you said at the start. You want to see the ending as your chance to end in a way that’ll make the university remember you. 

This final part of your personal statement should emphasise the great points you’ve already made and answer the question of why you should be offered a place on the course. 

Read our full guide on How to finish your statement the right way .

Aakriti Labra – MSc Occupational and Organisational Psychology, University of Surrey

Now you’ve written your postgraduate personal statement, you’ll need to do a couple of final things before you submit it. 

• Have you proofread your personal statement? Don’t just rely on spellcheckers. We’d recommend reading it out loud as that’s a great way to spot any errors as well as checking it sounds like you. 
• Have you asked for feedback? Ask friends, family or your undergraduate university tutors to have a read through your personal statement and take their feedback on board.
• Check out our personal statement dos and don'ts Have a look at the common pitfalls against your final draft to make sure you haven't made any obvious errors!

Postgraduate

More advice.

Use the UCAS’ personal statement tool alongside this guide to help you structure your ideas.

Do you want to understand the differences between an undergraduate and postgraduate personal statement? Take a look at our guide here.

Why study a postgraduate course? Find out here.  

What funding is there for postgraduate courses?  

Sponsored articles UCAS Media Service

How to find a job, student finance for postgraduate loans, five reasons to sign up to the ucas newsletter.

A clarification on Adobe Terms of Use

6/10/24 Update:

We’ve heard your concerns about our recent Terms of Use re-acceptance rollout and are committed to addressing and clarifying them. Read our latest article here to learn about the changes we are making to ensure our Terms are clear and reflective of our commitment to our customers and communities.

We recently made an update to our Terms of Use with the goal of providing more clarity on a few specific areas and pushed a routine re-acceptance of those terms to Adobe Creative Cloud and Document Cloud customers. We have received a number of questions resulting from this update and want to provide some clarity.

We remain committed to transparency, protecting the rights of creators and enabling our customers to do their best work.

What is different in the Terms of Use

The focus of this update was to be clearer about the improvements to our moderation processes that we have in place. Given the explosion of Generative AI and our commitment to responsible innovation, we have added more human moderation to our content submissions review processes.

Here’s a view of what was updated

To be clear, Adobe requires a limited license to access content solely for the purpose of operating or improving the services and software and to enforce our terms and comply with law, such as to protect against abusive content.

When Adobe applications and services may access content

• Access is needed for Adobe applications and services to perform the functions they are designed and used for (such as opening and editing files for the user or creating thumbnails or a preview for sharing).
• Access is needed to deliver some of our most innovative cloud-based features such as Photoshop Neural Filters, Liquid Mode or Remove Background. You can read more information, including how users can control how their content may be used: https://helpx.adobe.com/manage-account/using/machine-learning-faq.html
• For content processed or stored on Adobe servers, Adobe may use technologies and other processes, including escalation for manual (human) review, to screen for certain types of illegal content (such as child sexual abuse material), or other abusive content or behavior (for example, patterns of activity that indicate spam or phishing).

Adobe’s continued commitments

Our commitments to our customers have not changed.

• Adobe does not train Firefly Gen AI models on customer content. Firefly generative AI models are trained on a dataset of licensed content, such as Adobe Stock, and public domain content where copyright has expired. Read more here: https://helpx.adobe.com/firefly/faq.html#training-data
• Adobe will never assume ownership of a customer's work . Adobe hosts content to enable customers to use our applications and services. Customers own their content and Adobe does not assume any ownership of customer work.

We appreciate our customers who reached out to ask these questions, which has given us an opportunity to clarify our terms and our commitments. We will be clarifying the Terms of Use acceptance customers see when opening applications.

https://blog.adobe.com/en/publish/2024/05/09/advancing-trust-transparency-online-with-tiktok

https://blog.adobe.com/en/publish/2024/04/16/growing-responsibly-age-of-ai-adobe-firefly-stock

https://blog.adobe.com/en/publish/2024/04/15/choice-generative-ai-models-advances-firefly

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How to Write a Statement of Purpose for an MBA

Your personal statement is an opportunity to formally introduce yourself to an MBA admissions committee. Here's how to make your personality shine.

Your Master of Business Administration (MBA) application should tell the story of who you are as a student and professional teammate. Some materials, such as your GPA and GMAT or GRE score , are intended as data points that demonstrate gained knowledge. Other, more creative components can illuminate your personality and illustrate how you move within the business world. The MBA statement of purpose (SOP), also called a personal statement, serves the latter purpose.

In this article, we’ll offer tips on writing an effective MBA statement of purpose and provide an example that may help enhance your business school application.

What is an MBA statement of purpose?

An MBA statement of purpose is an academic essay included as part of the graduate application package. Often guided by broad prompts as determined by each school you’re applying to, these open-ended essays are your opportunity to directly tell the admissions committee why you want to join their program, how you’ll contribute to your cohort, and what you hope to gain from the experience of getting your MBA.

How to write an MBA statement of purpose

With your SOP, you are in complete control of your narrative. This is your chance to tell the aspects of your story that you think the admissions committee needs to know in order to make their most informed decision about your potential admissions offer.

This opportunity comes with a strong element of creative freedom. The only parameters you’re tied to are the ones set by the admissions committee in their essay prompts. Beyond the questions themselves, these often include total word or character count, and sometimes they include formatting preferences, such as double spacing.

How to plan your SOP

SOP prompts tend to be somewhat vague. You can react to questions like, “What matters most to you?” (from Stanford Graduate School of Business) and, “Tell us your story,” (from University of Illinois Gies College of Business) in a lot of different ways. Begin with what you know: the word count limit and the prompt.

Use the word limit to guide the way you tell your story. Some schools will separate prompts into a series of shorter responses, while others will expect one longer narrative. A maximum of 350 words will be a quicker version, whereas a maximum of 1,000 words will offer you space for more in-depth telling.

Next, turn to the prompt itself. Think about what’s at the heart of the question, and let that sink in. Pay attention to your initial reactions: your immediate answer, jogged memories, or any notable emotions that surface. 

Continue brainstorming around those initial reactions by asking yourself questions like:

Why did these reactions surface?

What values are behind them?

When have I incorporated those values into my career?

How does my goal of attending business school align with and enhance my expression of those values?

Specifically, how does this MBA program offer the further opportunity to pursue those values?

When you’re ready, begin writing your story at whatever point feels natural to you given the parameters. As long as your story follows a sensible flow and reaches your goal destination, there’s no right or wrong place to start. Remember: this is your narrative.

Tips for writing a successful MBA statement of purpose

As you write your SOP, here are a few things to keep in mind that can help your writing stand out:

Clearly state your goals: Openly communicate your short-term and long-term goals in earning your MBA. Clear statements around this crucial element of your SOP can help you avoid any potential confusion.

Express your interest: Be forthcoming about your interest in this particular MBA program. Show that you’ve researched their offerings and call out the aspects you are most excited about, and how those aspects align with your goals.

Demonstrate mutual fit: The institution plays a huge role in shaping the MBA experience, however it wouldn’t be complete without a student body. Show what you, and you alone, will bring to your MBA community.

Detail your action plan: How will you make your goals a reality? Use details from your past triumphs to show how you can be successful in the future.

Determining your strengths

Everyone has strengths. If you need help figuring out what yours are, the following questions may help:

What’s something you’ve done that you are proud of, and how did you do it? This question can help you narrow in on the skills you already possess and how you implement them in ways that align with your values.

What do people frequently ask you for? Whether it’s logical, emotional, or physical, this question may reveal the types of problems you’re often prepared to solve.

How do your friends, family, and colleagues describe you? Sometimes the quickest way to identify your positive attributes is to ask the people you trust. They may reveal an aspect of your personality that you wouldn’t have thought to highlight.

What are admissions officers looking for in an SOP?

Admissions officers use the SOP as a chance to learn about each prospective student from their own perspective. Some ways you can help them get to know you include:

Providing concrete examples: Rather than tell the admissions officer who you are, show them. If you are a problem solver, explain a difficult problem you solved; if you are compassionate, discuss a time your compassion led to a success.

Being honest: It can feel a little uncomfortable to tap into your vulnerability as you write, however your openness can have a huge impact on the reader. Honesty can help build connection and demonstrate self-confidence, and it can give you an opportunity to show how you’ve turned a perceived negative into an actionable positive.

Highlighting impact: Take your credentials one step further by expressing their potential impact. Staying impact-focused can be particularly useful for applicants with less traditional backgrounds. How is your unique background actually an asset?

Being concise: Say what you need to say—and nothing more. Admissions officers don’t always have time to savor prose. Often, they’ll appreciate a concise essay with proper grammar and an easy flow.

Writing tip: Read out loud

As you begin the editing process, reading your essay out loud may help you determine whether you are writing in a natural tone of voice and if the essay really sounds like you . It can also help you notice areas that might need additional clarification and catch typos that you may have missed during skimming. For added assurance, follow up your independent editing process by asking a trusted friend or advisor to review your SOP.

MBA statement of purpose example analysis

Reading examples of successful MBA SOPs can help you understand how to implement the above tips. However, keep in mind that you are telling your story, and so your final essay should look different from the samples you read.

US News & World Report published two examples of successful personal statements from accepted applicants to Temple University Fox School of Business and Yale School of Management. Read the full essays here .

What the Fox applicant does well: This applicant shares their unique path toward an MBA by recognizing that it’s atypical. Ultimately, they turn the narrative around by detailing how their background will be an asset to their career goals, and how Fox’s MBA program can help them succeed. This applicant remained open and honest about who they are, where they came from, and where they’re going.

What the Yale applicant does well: This applicant shows their proven ability to work toward their goals. They corroborate their vision of success with specific facts and details, and incorporate key business skills in their narrative, such as fundraising, long-term planning, and strategic thinking. This applicant expresses their values through their actions, while still maintaining an informative and authoritative tone.

Getting your MBA degree

Before you can start your MBA application process, you’ll need to narrow down the programs that meet your needs. Work on your degree from anywhere with an internet connection with the iMBA from University of Illinois Gies College of Business . If you’re looking for flexible learning at a breakthrough price, this could be one option for you.

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This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

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Lake in the Hills Rockin' Rib Fest bans face coverings not worn for health reasons in 2024

LAKE IN THE HILLS, Ill. (WLS) -- For nearly two decades, Rockin' Rib Fest in Lake in the Hills has grown, bringing in almost 20,000 people over the course of the three-day event. But this year there are new restrictions in place for security.

"It is one of the premier festivals in the area. You know we do offer a national act every year on Saturday night," said co-chair Jackie Merritt. "So it's a big, it's a big deal."

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This year, the village is banning face coverings specifically with the intent of concealing a person's identity. Those include ski masks, balaclavas and bandanas.

The Lake in the Hills Police Department said in a statement, "We are seeing a trend locally and nationally of individuals with ill intent utilizing face coverings such as ski masks, balaclavas, or bandanas to hide or disguise their identities."

Masks used for health reasons will be allowed.

"Those people we welcome to our fest. We encourage it. You can sit down, plenty of room to sit and enjoy yourself, but if you're coming in and you're masking yourself for any other reason, you're just not invited," said Merritt.

Police said in April, large crowds gathered at Cabin Fever Carnival and multiple fights broke out. Police said there were people at that event wearing face coverings.

Earlier in June in the south suburbs, Posen shut down a carnival amid chaos that the mayor described as "civil unrest."

"Big picture is, there are things that go on outside Lake in the Hills that we have to be mindful of, and we need to protect our citizens, and I really believe that the police department is doing the best by being proactive this year," Merritt said.

Another change this year is that there will be fencing around the carnival portion of Rockin' Rib Fest, in addition to the fencing around the food and music.

Rockin' Rib Fest is happening July 11-14 at Sunset Park.

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Teacher training personal statement example (primary pgce) 3.

I am applying for the listed courses as I have very much enjoyed and found satisfying the experiences I have had working with children in my life so far.

I feel that becoming a teacher will fulfil my dream of being able to aid children in learning things as well as assisting the staff that work with me. I extremely love being able to interact with them and finding out about how they see things. I enjoy caring for them and also answering their questions as by doing so I am helping them to develop their confidence and self esteem.

I have had 3 types of experience of working with children. The first being in a Private Day Nursery, second in Special Needs High School and thirdly in 2 different primary schools.

I originally became enthusiastic about childcare during my 2 week work experience during High school at my old primary school. I helped the children in numeracy (simple addition and subtraction equations) and literacy tasks (reading and writing and spelling).

My first gateway into working with children was in a Private Day Nursery. I initially started at the nursery as a Nursery Assistant. Once I did my NVQ Level 2, the Proprietors promoted me to Baby room second in charge. The Baby room had babies aged 3 to 18 months.

Once the Team Leader of the Baby room left, I was promoted to the Team Leader position. I enjoyed gaining my experience of being a Team Leader, doing planning etc. I especially benefited from this because I had to deal with the Birth To Three Matters Framework training for all the staff.

My role was to check their planning and to train and guide new staff into becoming skilled at doing the planning independantly. One downside of being a Team Leader, which I did not enjoy very much, was not being able to spend as much time with the children.

After working as the Team Leader in the Baby room for 11 months, I wanted to develop my professional development and to gain more experience with the older children 18 months+. So I asked my manager if I could be moved to another room.

Within 2 weeks I was moved into the Toddler Room as the Team Leader. Whilst working at the nursery, I was sent on a number of courses which helped me make progress in my knowledge of matters in relation to nurseries e.g. child protection and how to deal with it, allergies, physical intervention and many more.

I worked at the nursery for 3 and a half years but left to do agency work in schools so I could develop my skills and improve my ability of working with and teaching children.

After signing up at Chalkface Recruitment Agency, and after attending a successful interview at Kingsley High School, a special school, I got the job. I was placed to work in the 16-19 years unit with adolescents who had PMLD (profound and multiple learning disabilities) and with some who used PECS (picture exchange communication system).

I was at Kingsley for about a month and a half. I found this job very challenging but yet very inspiring. I also found the job very rewarding as I was giving those young adults attention and helping them to realise their real potential.

In October 2007, I got offered the job of a Bilingual Teaching Assistant at Gifford Primary School after a successful interview. I have now been working at Gifford since 31st October 2007 and am really loving my job. I find this job challenging at times too as it is my first proper teaching job in a school and so obviously I am learning things as I am going along too.

I admire the way the students learn at the school and also admire their different abilities. Whilst teaching the students I get given I try my best to adapt the tasks to suit their understanding levels and always ensure I talk to them in both english and their mother tongue (farsi, dari, hindi or urdu).

As I am currently working in a school environment it would make sense for me to do this course and then to be able to do my PGCE and then travel the world to gain experience of working in schools abroad.

Profile info

This personal statement was written by neelab for application in 2008.

neelab's Comments

Hiya i want to apply to uni but just wanted some help with my personal statement. I am confused about what else to write any ideas? please give ideas and examples! please help! thanks

This personal statement is unrated

Related Personal Statements

Interesting.

Tue, 07/10/2008 - 18:10

this is a very helpfull statement and i think i know now how to write a statement that could grap the interest of the universities. thanks x

Tue, 21/10/2008 - 09:15

im thinkin that mayb it is a little to drawn out with soo much information - but otherwise it was very good with all the experience uve had

its a very good statement but

Mon, 27/10/2008 - 17:55

its a very good statement but i found you concentrated too much on your experience and on nothing else, sorry

Tue, 10/11/2009 - 12:22

you focus too much on your experiance, what about your hobbies etc.

i think it is a very well

Thu, 30/06/2011 - 18:45

i think it is a very well detailed statement but i does not say much on hobbies and interests you have... sorry

Tue, 06/03/2012 - 14:25

This is such a good statement a bit long though :) :) :)

Add new comment

Introducing Apple Intelligence, the personal intelligence system that puts powerful generative models at the core of iPhone, iPad, and Mac

New Capabilities for Understanding and Creating Language

Image Playground Makes Communication and Self‑Expression Even More Fun

Genmoji Creation to Fit Any Moment

New Features in Photos Give Users More Control

Siri Enters a New Era

A New Standard for Privacy in AI

ChatGPT Gets Integrated Across Apple Platforms

Text of this article

June 10, 2024

PRESS RELEASE

Setting a new standard for privacy in AI, Apple Intelligence understands personal context to deliver intelligence that is helpful and relevant

CUPERTINO, CALIFORNIA Apple today introduced Apple Intelligence , the personal intelligence system for iPhone, iPad, and Mac that combines the power of generative models with personal context to deliver intelligence that’s incredibly useful and relevant. Apple Intelligence is deeply integrated into iOS 18, iPadOS 18, and macOS Sequoia. It harnesses the power of Apple silicon to understand and create language and images, take action across apps, and draw from personal context to simplify and accelerate everyday tasks. With Private Cloud Compute, Apple sets a new standard for privacy in AI, with the ability to flex and scale computational capacity between on-device processing and larger, server-based models that run on dedicated Apple silicon servers.

“We’re thrilled to introduce a new chapter in Apple innovation. Apple Intelligence will transform what users can do with our products — and what our products can do for our users,” said Tim Cook, Apple’s CEO. “Our unique approach combines generative AI with a user’s personal context to deliver truly helpful intelligence. And it can access that information in a completely private and secure way to help users do the things that matter most to them. This is AI as only Apple can deliver it, and we can’t wait for users to experience what it can do.”

Apple Intelligence unlocks new ways for users to enhance their writing and communicate more effectively. With brand-new systemwide Writing Tools built into iOS 18, iPadOS 18, and macOS Sequoia, users can rewrite, proofread, and summarize text nearly everywhere they write, including Mail, Notes, Pages, and third-party apps.

Whether tidying up class notes, ensuring a blog post reads just right, or making sure an email is perfectly crafted, Writing Tools help users feel more confident in their writing. With Rewrite, Apple Intelligence allows users to choose from different versions of what they have written, adjusting the tone to suit the audience and task at hand. From finessing a cover letter, to adding humor and creativity to a party invitation, Rewrite helps deliver the right words to meet the occasion. Proofread checks grammar, word choice, and sentence structure while also suggesting edits — along with explanations of the edits — that users can review or quickly accept. With Summarize, users can select text and have it recapped in the form of a digestible paragraph, bulleted key points, a table, or a list.

In Mail, staying on top of emails has never been easier. With Priority Messages, a new section at the top of the inbox shows the most urgent emails, like a same-day dinner invitation or boarding pass. Across a user’s inbox, instead of previewing the first few lines of each email, they can see summaries without needing to open a message. For long threads, users can view pertinent details with just a tap. Smart Reply provides suggestions for a quick response, and will identify questions in an email to ensure everything is answered.

Deep understanding of language also extends to Notifications. Priority Notifications appear at the top of the stack to surface what’s most important, and summaries help users scan long or stacked notifications to show key details right on the Lock Screen, such as when a group chat is particularly active. And to help users stay present in what they’re doing, Reduce Interruptions is a new Focus that surfaces only the notifications that might need immediate attention, like a text about an early pickup from daycare.

In the Notes and Phone apps, users can now record, transcribe, and summarize audio. When a recording is initiated while on a call, participants are automatically notified, and once the call ends, Apple Intelligence generates a summary to help recall key points.

Apple Intelligence powers exciting image creation capabilities to help users communicate and express themselves in new ways. With Image Playground, users can create fun images in seconds, choosing from three styles: Animation, Illustration, or Sketch. Image Playground is easy to use and built right into apps including Messages. It’s also available in a dedicated app, perfect for experimenting with different concepts and styles. All images are created on device, giving users the freedom to experiment with as many images as they want.

With Image Playground, users can choose from a range of concepts from categories like themes, costumes, accessories, and places; type a description to define an image; choose someone from their personal photo library to include in their image; and pick their favorite style.

With the Image Playground experience in Messages, users can quickly create fun images for their friends, and even see personalized suggested concepts related to their conversations. For example, if a user is messaging a group about going hiking, they’ll see suggested concepts related to their friends, their destination, and their activity, making image creation even faster and more relevant.

In Notes, users can access Image Playground through the new Image Wand in the Apple Pencil tool palette, making notes more visually engaging. Rough sketches can be turned into delightful images, and users can even select empty space to create an image using context from the surrounding area. Image Playground is also available in apps like Keynote, Freeform, and Pages, as well as in third-party apps that adopt the new Image Playground API.

Taking emoji to an entirely new level, users can create an original Genmoji to express themselves. By simply typing a description, their Genmoji appears, along with additional options. Users can even create Genmoji of friends and family based on their photos. Just like emoji, Genmoji can be added inline to messages, or shared as a sticker or reaction in a Tapback.

Searching for photos and videos becomes even more convenient with Apple Intelligence. Natural language can be used to search for specific photos, such as “Maya skateboarding in a tie-dye shirt,” or “Katie with stickers on her face.” Search in videos also becomes more powerful with the ability to find specific moments in clips so users can go right to the relevant segment. Additionally, the new Clean Up tool can identify and remove distracting objects in the background of a photo — without accidentally altering the subject.

With Memories, users can create the story they want to see by simply typing a description. Using language and image understanding, Apple Intelligence will pick out the best photos and videos based on the description, craft a storyline with chapters based on themes identified from the photos, and arrange them into a movie with its own narrative arc. Users will even get song suggestions to match their memory from Apple Music. As with all Apple Intelligence features, user photos and videos are kept private on device and are not shared with Apple or anyone else.

Powered by Apple Intelligence, Siri becomes more deeply integrated into the system experience. With richer language-understanding capabilities, Siri is more natural, more contextually relevant, and more personal, with the ability to simplify and accelerate everyday tasks. It can follow along if users stumble over words and maintain context from one request to the next. Additionally, users can type to Siri, and switch between text and voice to communicate with Siri in whatever way feels right for the moment. Siri also has a brand-new design with an elegant glowing light that wraps around the edge of the screen when Siri is active.

Siri can now give users device support everywhere they go, and answer thousands of questions about how to do something on iPhone, iPad, and Mac. Users can learn everything from how to schedule an email in the Mail app, to how to switch from Light to Dark Mode.

With onscreen awareness, Siri will be able to understand and take action with users’ content in more apps over time. For example, if a friend texts a user their new address in Messages, the receiver can say, “Add this address to his contact card.”

With Apple Intelligence, Siri will be able to take hundreds of new actions in and across Apple and third-party apps. For example, a user could say, “Bring up that article about cicadas from my Reading List,” or “Send the photos from the barbecue on Saturday to Malia,” and Siri will take care of it.

Siri will be able to deliver intelligence that’s tailored to the user and their on-device information. For example, a user can say, “Play that podcast that Jamie recommended,” and Siri will locate and play the episode, without the user having to remember whether it was mentioned in a text or an email. Or they could ask, “When is Mom’s flight landing?” and Siri will find the flight details and cross-reference them with real-time flight tracking to give an arrival time.

To be truly helpful, Apple Intelligence relies on understanding deep personal context while also protecting user privacy. A cornerstone of Apple Intelligence is on-device processing, and many of the models that power it run entirely on device. To run more complex requests that require more processing power, Private Cloud Compute extends the privacy and security of Apple devices into the cloud to unlock even more intelligence.

With Private Cloud Compute, Apple Intelligence can flex and scale its computational capacity and draw on larger, server-based models for more complex requests. These models run on servers powered by Apple silicon, providing a foundation that allows Apple to ensure that data is never retained or exposed.

Independent experts can inspect the code that runs on Apple silicon servers to verify privacy, and Private Cloud Compute cryptographically ensures that iPhone, iPad, and Mac do not talk to a server unless its software has been publicly logged for inspection. Apple Intelligence with Private Cloud Compute sets a new standard for privacy in AI, unlocking intelligence users can trust.

Apple is integrating ChatGPT access into experiences within iOS 18, iPadOS 18, and macOS Sequoia, allowing users to access its expertise — as well as its image- and document-understanding capabilities — without needing to jump between tools.

Siri can tap into ChatGPT’s expertise when helpful. Users are asked before any questions are sent to ChatGPT, along with any documents or photos, and Siri then presents the answer directly.

Additionally, ChatGPT will be available in Apple’s systemwide Writing Tools, which help users generate content for anything they are writing about. With Compose, users can also access ChatGPT image tools to generate images in a wide variety of styles to complement what they are writing.

Privacy protections are built in for users who access ChatGPT — their IP addresses are obscured, and OpenAI won’t store requests. ChatGPT’s data-use policies apply for users who choose to connect their account.

ChatGPT will come to iOS 18, iPadOS 18, and macOS Sequoia later this year, powered by GPT-4o. Users can access it for free without creating an account, and ChatGPT subscribers can connect their accounts and access paid features right from these experiences.

Availability

Apple Intelligence is free for users, and will be available in beta as part of iOS 18 , iPadOS 18 , and macOS Sequoia  this fall in U.S. English. Some features, software platforms, and additional languages will come over the course of the next year. Apple Intelligence will be available on iPhone 15 Pro, iPhone 15 Pro Max, and iPad and Mac with M1 and later, with Siri and device language set to U.S. English. For more information, visit apple.com/apple-intelligence .

Press Contacts

Cat Franklin

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Jacqueline Roy

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Apple Media Helpline

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