Profile: Fenella Symes
Primary PGCE trainee who switched to teaching after three years studying Pharmacy
This time last year, Fenella Symes, 21, was on a high-flying course in pharmacy, which, given her aptitude for science, seemed a natural choice. Then she surprised pretty much everyone by leaving early and embarking on the Primary PGCE course at Cambridge instead. It was quite a leap; but six months later she is glad she trusted her gut and made the choice she did. Here, she explains why.
It wasn’t the first time I’d changed my mind: I originally wanted to be a mathematician!
I grew up in Nottingham and went to state primary and secondary schools. For my A-Levels I did maths, further maths and chemistry, and I got places to study mathematics at both of my top two university choices: following in the footsteps of my Grandpa, who was a mathematician! Then I realised I didn’t want to do it: I was interested in something more people-focused.
Pharmacy seemed like a good option but if I’m honest, I chose it on a whim. Both of my parents work in medical professions and Nottingham itself is one of the best universities to study pharmacy. I loved the course, from the intricate details about the human body to making medicines in the lab and counselling patients. I also had opportunities to do my own research, specialising in Alzheimer’s disease and breast cancer medication.
Being a pharmacist is a great profession and they should be utilised more than they are, but I wanted to do something more hands-on that had an impact on people and was less ‘back office’! In the end, I realised that I loved the subject, but didn’t want to do the job. So I finished the degree early, leaving after three years instead of the full four (finishing with a 2.1 in Clinical Pharmaceuticals). I think everyone was pretty surprised, especially after being the president of the university’s pharmacy society! It’s a bit unusual for someone in that situation to turn around and say, ‘Sorry, but I’m off!’
I love working with children, you can learn so much from them. But education itself, its ability to make a difference and have a positive impact on children’s lives is something I liked the idea of in itself.
The idea of teaching had been at the back of my mind for years
I liked the idea of primary school teaching well before I considered doing a PGCE, but for a long time it was sort of in the background. I love working with children, you can learn so much from them. But education itself, its ability to make a difference and have a positive impact on children’s lives is something I liked the idea of in itself. Change starts from the bottom, through education.
These ideas started to crystallise through volunteering and work experience. When I was 16, for example, I was nanny to some children and consequently was asked to be their godmother, known as “Femella” to them! I also did work experience on the paediatric unit at my local hospital, where I formed a close relationship with an amazing little boy who was just two years old and had a brain tumour. Very sadly he died, but I kept in touch with his parents and we are still friends now.
That interest in working with young people continued during university, when I got involved in science public engagement activities and tutoring, and with charities that work with children. For example, I did some work with the Bayswater Foundation, running a science workshop for child refugees. These experiences drew me towards looking seriously at teaching and taught me to follow my passion, if you like!
The main reason I chose Cambridge was because I had such a good feeling about the course – and the people on it
It was very clear that they are interested in developing each trainee as an individual. Some courses are essentially focused on the basic task of turning trainees into qualified teachers – and that’s fine, because we need more teachers – but the course here is set up to build on your existing strengths so that you can develop others, and to make you into a teacher who is individually and uniquely you; it’s very much about your pedagogy.
I also visited for an open day and loved it: everyone seemed to take huge pride in their job, and there is so much energy and passion around the teaching programmes. Then there’s the fact that Cambridge is also one of the best universities in the world. I feel very honoured to be part of it. It’s still a bit weird thinking about that.
Drawing of Fenella by her PGCE colleague, Maria Giraldo-Perez
Drawing of Fenella by her PGCE colleague, Maria Giraldo-Perez
The way that everyone has kept the course going during the pandemic has been truly amazing
It’s really remarkable the lengths that the staff have gone to keep everything running. Last term, when we had various sessions in the Faculty buildings, there were really detailed safety measures in place and I felt safe and at ease the whole time. More importantly, and especially because we have had to work a lot online, I think we all feel really well-supported by our tutors, who have quickly become huge role-models in my life.
To me, the Faculty seems a place where nobody is out of reach. Sometimes you go to a school or university and think, ‘Oh I can’t talk to them because they’re too important.’ Here, I feel I can approach anyone if I need guidance or support. The course leaders invest a lot of time in getting to know us as individuals, and in understanding how we can get the most from the experience. You build a very strong relationship with them.
In some ways I think that the pandemic has actually made those connections more meaningful and secure. I’ve met some extraordinary people and made some great friends. It’s also not really a competitive environment; you are all just there together to learn. All of this makes the Faculty a setting which nurtures really high-quality relationships, both between trainees, and with tutors.
I’ve started to appreciate more about what being a teacher really means. It’s so diverse.
I may have changed my mind a lot in the past, but I’m glad I chose teaching: this one is here to stay.
The best way I can explain that is by saying that it just feels right. It’s a profession that uses everything I want to do and every day I spend on the course at Cambridge, my sense of that seems to get stronger and stronger.
My first primary school placement, last term, was a hugely positive introduction to the experience of teaching itself. It was at a small village school with 15 children in the year 6 class, and I really had the opportunity to get to know them all, find out about their individual circumstances, and understand more about how their minds work. Among other things I found myself teaching them about biological classification, running a lesson in which we studied mouldy bread, racing with them on a running track and having handstand competitions – competition never hurt anyone! I found aspects of behaviour management hard, but it was really good to be at the front of a classroom. It was a case of trying to learn as much as I could while I had the chance to be there.
During the first term as a whole, I’ve started to appreciate more about what being a teacher really means. It’s so diverse. You form and act through multiple relationships: with the children as individuals, with your class, with colleagues, through extracurricular activities, and with the wider education community. It’s a job that allows you to exercise real flair and originality, but always with the fundamental knowledge that you are doing something worthwhile and making a difference.
I’m planning to do a part-time Masters
I’d really like to do the PGCE to Masters course to further inform my practice. I’ve already secured a job for an NQT position next year, the school had such a distinctive atmosphere, where I felt instantly welcomed. I’m hoping to do the Masters part-time alongside that. As my career develops, I hope that I will aim to pursue charity work both through it, and alongside it, especially in the field of intergenerational care.
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