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Stepping Into Different Worlds: A Trainee Teacher’s Week Across Phases
Visiting different phases of education can completely shift your perspective as a trainee teacher. This week, I stepped out of my usual placement and into two very different settings — and it gave me a whole new appreciation for the journey children take.
Primary School: A Day With Year 3 and Year 4
My current placement school is a Church of England school, so from the very start of my teacher training journey I’ve been surrounded by a strong Christian ethos. This week, though, I had the chance to step outside my usual environment and visit both a primary school and a sixth-form college, also Christian-ethos schools. Same values, completely different worlds.
In the primary school, I spent most of my time with a lively Year 3 class and dipped into Year 4 as well. The Year 3s had me busy almost immediately with column addition and subtraction everywhere. I found myself sitting with small groups, guiding them as they counted carefully on their fingers, some whispering numbers under their breath like it was a secret code.
Honestly, it took me straight back to my own childhood, remembering how patiently my teachers had to work with me at that age. Watching those kids think so hard, get things wrong, try again, and finally grin when it clicked…it reminded me why teaching is such a privilege. You literally get to see learning happen in real time.
However, the moment that really stuck with me happened at break time. A young boy from Year 3 walked up to me (completely unbothered by the fact that I was essentially a stranger) and asked, “Can you tie my shoelaces?”
“Sometimes it’s about shoelaces.”
That tiny request hit me more than I expected. It reminded me how innocent children are and how being a teacher isn’t just about maths, literacy, or lesson plans. Sometimes it’s about shoelaces. Sometimes it’s about showing them small life skills they’ll carry forward. Those moments are just as important as any curriculum objective. That’s why teachers matter, not only for the knowledge we share, but for the little human things we do along the way.
Sixth Form: A Day With Year 12
The next day brought a completely different experience — one that showed me the other end of the learning journey.
Then came my sixth-form observation day, where I spent time with Year 12 students and wow, talk about contrast. Going from counting on fingers to watching students independently solve complex mechanical equations is a bit of a mental jump.
The atmosphere was calmer, quieter, almost like stepping into a mini university, where students didn’t wait for the teacher to spoon-feed instructions. Most of the time, they were helping each other, sharing notes, comparing ideas, debating concepts, while the teacher guided from the sidelines rather than leading every second. It felt more collaborative than instructional, and it showed me a totally different side of teaching: one where your job is less about directing and more about nudging, questioning, and challenging.
What I’m Taking Away From Both Settings
Seeing the full age range made me appreciate the entire journey of education. Each stage has its own magic and its own chaos. Whether you’re teaching finger-counting Year 3s or independent Year 12s, you matter. The little interactions matter. The patience matters. The guidance matters. Also sometimes, the most meaningful moment of the day is a pair of untied shoelaces reminding you what this job is really about.
✨ Closing thought
If you’re curious about what teacher training looks like across different phases, we’d love to help you explore it.
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