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CCCU student, Lucy Arman, shortlisted for British Education Award!

Lucy Arman’s route to being shortlisted at one of the most prestigious education award events in the country – the British Education Awards – hasn’t been a straightforward one. A serious and now on-going health issue has meant that the BA in Physical Education and Physical Activity graduate, who is now studying for Qualified Teacher Status via School Direct, has had to overcome more than most to get to where she is. But thanks to a heady mix of sheer determination, hard work and support from CCCU staff, Lucy has more than faced up to the challenges and achieved some great things along the way.

Dealing with health complications

In the words of CCCU Physical Education and Physical Activity (PEPA) Foundation Degree programme director, Alison Carney: “Lucy Arman is a first-class student who, by following her dreams and remaining resilient despite extreme personal adversity, has achieved much more than just her degree classification. Having to interrupt her University study twice for brain surgery, didn’t deter Lucy from wanting to become a qualified teacher of Physical Education.”

Prior to starting her Foundation Degree in PEPA, and while she was Captain of the Kent Girls Cricket squad, Lucy was diagnosed with Chiari Malformation – a condition where the brain is pushed downwards against the spine. This caused pain, weakness and mobility issues, meaning Lucy had to give up her personal sporting dreams. However, despite this setback, sport – and passing on her own experience and enthusiasm to children – was still top priority.

Lucy Arman nominated for British Education Award

“I have always had a passion in sport and physical education and this course enabled me to work within a school environment, as well as attending university days to enhance my subject knowledge within practical and theory elements,“ Lucy says.

“During my time at CCCU, I have had to deal with many health complications which unfortunately disrupted my university studies and I can honestly say that if it wasn’t for the support of my amazing university friends and lecturers, I would not have completed my three years and finished with the results that I did. There were many personal conversations with Alison Carney (PEPA Programme Director), to discuss my personal welfare and to come up with solutions to support me through the tough times. Considering how busy our lecturers are, it always amazed me that they would find time to sit and have a conversation whatever the time of day,” she continued.

Whilst Alison has been Lucy’s main point of contact when it came to support, the entire teaching team came together to ensure that any impacts of Lucy’s condition on her studies was mitigated. They also ensured that the right support was in place on an emotional level.

Succeeding academically

As if dealing with health complications wasn’t enough, Lucy undertook her foundation and top-up degrees whilst in position as the Head of PE at a local primary school. Ever the entrepreneur, she has since become the Under 13 girls squad coach with Kent Community Cricket, part of Kent County Cricket Club.

Lucy Arman coaches under 13 girls squad with Kent Community Cricket

The embodiment of the notion that hard work pays off, Lucy completed her foundation degree with Distinction and has this year gained first class honours in her BA PEPA top-up degree with the help of Programme Director, Rich Little. The entire teaching staff can’t speak highly enough of this achievement, with Alison Carney saying: “She has worked at a consistently high standard despite two substantial interruptions in her studies due to neurological operations and has never lost her focus, positive attitude, nor her enthusiasm to support others.”

On the subject of supporting others, Lucy has taken part in extra-curricular activities such as acting as a ‘buddy mentor’ to students from other year groups. She has led talks on personal wellbeing, acted as a group representative for staff-student liaison and attended open days to pass on her enthusiasm to future Canterbury Christ Church University students.

Heading for the British Education Awards

Lucy Arman studied BA in Physical Education and Physical Activity

Lucy, her family and a member of the Faculty of Education will be heading up to Manchester on January 30th for the British Education Awards ceremony where winners will be announced. The following day she will be at Canterbury Cathedral, picking up her degree certificate.

Whether she wins or not (and we’re obviously keeping everything crossed), Lucy has a positive message for anyone facing similar adversity: “They say that university is like a roller-coaster; you will have those up and down days and the days when you just want to scream. But you will also find the time to smile, laugh and by the end be proud of what you have achieved. CCCU made me realise that no matter what you go through in life, there is always a light at the end of the tunnel. The unconditional support from my PEPA lecturers will never be forgotten – they have supported me through the toughest times of my life, and I will always be grateful for the motivation, encouragement and advice provided to me.”

All students deserve to succeed regardless of the hurdles they have to overcome along the way, and at Canterbury Christ Church we have a range of services in place to ensure your journey is as positive as Lucy’s.

For more information on the student support services available to you, please visit our support services web page.

Canterbury Christ Church University student coaching sports

We won! Faculty project wins Times Higher Education International Impact Award

We are thrilled that the Faculty of Education has won the Times Higher Education (THE) Award for International Impact.  Pictured above is Tony Mahon, Faculty Director for International Development, as he accepted our award at the ceremony in London.

The Awards, which have been described as the ‘Oscars of UK Higher Education’, recognise the exceptional achievements of individuals, teams and institutions in the higher education sector.

Funded by the World Bank and working in collaboration with the Palestinian Ministry of Education and Higher Education and six universities in Palestine, the Teacher Education Improvement Project aims to enhance the quality of both pre-service and in-service teacher training throughout the sector.  This involves a wide-ranging programme of curriculum renewal, enhancement of academic staff capacity, mentor development and upgrading teaching competences of practising teachers.

The successful project has been running since 2011, and in 2015 it received further funding from the World Bank to allow for its expansion onto a national scale.

At a recent national education conference in Palestine, representatives of the World Bank held the project up as a beacon for teacher education reform in the region, with one representative commenting that it was the most successful project he has been involved in during his 29 years of working in 15 countries.

The judges of Award praised the fact that the programme has been “recognised by the World Bank for excellence and for its potential to be replicated in other regions where teacher training is an essential component of strengthening higher education systems.”

Tony Mahon, Project Director and Faculty Director for International Development, said: “To win the THE Award for International Impact is more than I could ever have hoped for this project.  Working in Palestine has been an amazing journey.  It is tremendous recognition that our team, in partnership with the Ministry of Education and Higher Education and partner universities in Palestine and with the support of the World Bank, has made such a significant contribution to reforming the entire teacher education system in Palestine that will have an impact for years to come.  I am both humbled and proud of the achievement and recognition.”

Find out more about the project on the World Bank website.

Hearing children’s voices

Ralph Leighton, Senior Lecturer on the PGCE Secondary in the Faculty of Education, reflects on children’s voices in the run up to the Universal Children’s Day:

Children’s voice should be children’s voices. While school councils give some children the opportunity to express themselves, most are excluded from contributing. My research, with Laila Nielsen, Jönköping University, Sweden, shows that many young people feel excluded from full citizenship, in school and in society. Their circumstances are described by Yuval-Davis’ concept of intersectionality, that membership of various collectivities often leads to conflict between formal (official) and real (experienced) circumstances. The school students we interviewed identified gender, ethnicity, social class, income, sexuality and age as differently interrelated and interpreted so that what they are told will happen is not always what they experience. This leads to the concept of human capabilities proposed by Sen and by Nussbaum, that it is all very well saying people have equal rights but they do not have equal access to those rights. Students see teachers, parents, politicians treating some groups less favourably than others, and feel powerless to intervene as they are regarded as naïve children. The space between the FBVs of Prevent and children’s daily experiences of lack of tolerance, of unequal application of rules, of a lack of democratic accountability, and of limits on their expression of opinions is regularly remarked upon.

Read Ralph’s article on citizenship education:

Nielsen, L. and Leighton, R. (2017) What are the gender, class and ethnicity of citizenship? A study of upper secondary school students’ views on citizenship education in England and Sweden. Confero. ISSN 2001-4562.

My experience as a student with dyslexia

After completing a music degree at Canterbury Christ Church University, Eleanor decided to do a PGCE Secondary (Music) at the University to pursue a career in teaching. Eleanor shares her experience as a teacher training student with dyslexia.

How I got into teaching

I heard about getting into teaching when I was doing my undergraduate degree. Emily Sayers and Vanessa Young came into our lectures to talk about teaching music, so I started to think about it.

I always wanted to teach but was told at school that I wouldn’t be able to do anything with my life. I’m dyslexic and was told I was stupid and lazy. I decided that I wanted to become a teacher to encourage children who struggle with academia and to say to them you can do it, you’re not stupid, you just need a little bit of help.

My PGCE study so far

I really like the physical side of curriculum studies sessions. With music everyone is doing something, there isn’t a single lesson that doesn’t involve singing, dancing or playing. We take it in turns to run a half hour mini-lesson. One lesson we took our shoes and socks off and learnt to walk, we were moving in time together and getting a sense of each other and doing clapping rhythms. We’re able to take these activities into school and use them with the kids.

Support at Christ Church

It’s not just the support you get from the staff but you also get a lot of support from your peers. Someone might have heard something in a school that gets passed on that you can use in your own teaching and your own life. I always come out of a lecture feeling happier and more physically well.

My future career

Eventually I want to be a special educational needs adviser or co-coordinator, so my course will help me understand about children and how they learn. I want to be teaching for the rest of my life and to help children who may not get help anywhere else.

I think it’s important that every child is supported, it’s just as important to encourage high ability children as it is low ability children.  High ability children also need to see that support is available and doing the PGCE will give me ways to support them. I’ve already learnt so many behavioural techniques, behaviour management is such a complex thing.

My advice for anyone with dyslexia wanting to become a teacher

Don’t let anyone stop you! I think dyslexic music teachers make good teachers because they can see it from the view of children who find it difficult to learn. They find it easier to adapt lessons to suit these children.

My top tips for future PGCE students

  • Be organised

I would tell any student who is considering teacher training to do their research, do the right subject and be organised.  Organisation is the biggest thing when you train to be a teacher.

I’ve been able to continue to play in ensembles because I have been organised with my time. I’m very aware that I need to be organised especially because I’m dyslexic, it can be hard but you can do it.

  • Be inspiring

There are a lot of kids that don’t have anything they are proud of.  When you’re teaching these kids, you’ve got to realise they haven’t had the chances you had but you can bring your experience into the classroom.

It’s important to show that if you’re not academically able or sporty, there is another option for you. Being a teacher, you can find another way and help them find out what they are good at. It’s rewarding as you get to see that kid who is told they’re not academic succeed in what they’re doing.

Postgraduate Routes into Teaching Open Day

Discover our wide range of postgraduate teacher training courses at our next Open Day on Saturday 13 October from 10am to 2pm at Augustine House, Canterbury.

Whether you are a graduate or thinking about changing your career we can help you find the best route to become a teacher.

Find out more and book your place.

You can view our range of courses in early years, primary, secondary and further education.