The document summarizes the applicant's experience working with children in various educational roles such as a nursery assistant, teaching assistant, and volunteer teaching assistant. It describes the duties in each role, such as supervising children, helping with classwork, and supporting students with learning disabilities. The applicant believes their qualities like empathy, communication skills, and patience make them well-suited to work in primary education. They see a bachelor's degree in education as the next step to further develop their knowledge and expertise.

1. UCAS example for Education
Education is defined in its broadest sense as any act or experience that has a formative effect on the mind, character
or physical ability of an individual, but it is greater than the pursuit of academic excellence and knowledge. As
educators, we are trusted to direct and shape young minds; providing a safe harbour for the growth of individuality,
opinions, courage and conviction. The desire to be a more knowledgeable educator has been my drive to apply for
the BA Education.
My first gateway into working with children was in a Private Day Nursery. I initially started at the nursery as a
Nursery Assistant but was promoted to Team Leader of the Baby room (aged 3 to 18 months). My role was to check
staff planning and to train and guide new staff into becoming skilled at doing the planning independently. I also had
to organise the Birth-to-Three-Matters Framework training for all the staff. Whilst working at the nursery, I was sent
on a number of courses related to child protection, allergies, and physical intervention.
In my current role as a Teaching Assistant at Gifford Primary School, I rotate between years 2 to 6 helping children
with their work and various projects; for example I assisted a group of children from year 4 in building an electronic
car and contributed to the year 6 leavers' assembly by examining the quality and progress of their work. This
involves me working as a team member and as an individual, which I can do very well. On many occasions I work
with groups of children on numeracy (simple addition and subtraction equations) and literacy tasks (reading and
writing and spelling). Whilst working with them I try my best to adapt the tasks to suit their understanding levels. I
enjoy being able to interact with the children 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.
During my voluntary work as a TA in St Vincent’s Primary School, I support the teaching of year 6 children, dividing
my time between helping out the class as a whole and providing extra support for pupils with learning disabilities,
such as Asperger Syndrome. In addition to this I supervised children of all ages in the after school club.
As an independent, self-motivated and tactful individual I feel such personal qualities have enabled me to be an
effective practitioner, along with empathy and honesty when working in partnership with parents and carers and in
multi-disciplinary team working. I feel I am also enthusiastic and creative which are vital assets when working in
Primary Education. I enjoy the responsibility and the challenge of working with children and I have a good deal of
patience with children who are slower to learn. I am able to communicate well with both children and adults. In the
classroom I have learnt to communicate effectively, emulating the methodology of the staff and observing the
responses of the students. Taking note of the invaluable feedback from the staff and students, I have built upon my
capabilities and feel prepared for the academic journey ahead.
Throughout the FD in Supporting Teaching and Learning I have experienced several work based interventions which
has given me the opportunity to extend my theoretical knowledge with practical application, thus enabling a more
holistic understanding of child development and relevant curriculum's. Also over the duration of the course I have
had to undertake the analysis of journals which I believe are imperative to best practice, as it enables the
practitioner to develop reflective practice to identify strengths and weaknesses and areas needing change both
personally and setting wide. I carried out a dissertation in the area of emotional literacy, which is hugely focused
upon children's rights and the right to be heard and the impacts this can have if not respected.
My recent part time employment at Tesco has allowed me to deal with various customer enquiries and given me
many added responsibilities, helping me to develop my communication skills. I also had to manage my own time
keeping which is an important part of the job. I am a very calm person; this I have found helped a lot during the
stressful times of year. I believe these skills I have learnt will be of benefit to a primary classroom.
I have many interests including listening to a diverse range of music genres, going to my local gymnasium, walking,
reading around history, and playing computer games. The skills gaining from these hobbies can add an additional
dimension to activities in school. For example, teaching the children map reading skills and in the IT club.
For me, a degree in Education is the next logical career step; bringing together the tangible experience of
employment as a Teaching Assistant and the benefit of a university education to further develop my theoretical
knowledge and practical expertise.

2. Typical selection criteria for a BA Degree Education at university
Criterion Source of Evidence
Candidate is able to read effectively and to communicate confidently,
fluently, clearly and accurately, using spoken Standard English.
Candidate's participation on group
activity.
Oral responses during interview.
Responses during group activity.
Candidate is able to communicate clearly and accurately using written
Standard English.
Personal statement on UCAS form.
Reference on UCAS form.
Response to written task.
Candidate can cope with the academic demands of the course. Examination results achieved.
Oral responses during the interview
and group activity.
Written task & Maths test.
Candidate has considered and understands the demands of teaching in
the age phase they have applied for and demonstrates a commitment to
the course and to teaching as a profession.
Personal statement on UCAS form.
Reference on UCAS form.
Contribution and responses during
group activity.
Oral responses during the individual
interview.
Evidence of relevant work
placement(s), including reports or
references brought to interview.
Candidate can demonstrate an enthusiasm for teaching and learning, has
a range of interests, an appropriate maturity and the potential to be a
stimulating and creative ‘presence’ in a primary classroom.
Personal statement on UCAS form.
Reference on UCAS form.
Contribution and responses during
group activity.
Oral responses during the interview.
Evidence from relevant work
placement(s), including reports or
references brought to interview.