Caroline Thomas Meredith

Caroline Thomas Meredith smiling at camera

PGCE Primary Teacher Apprenticeship Course Lead

Primary Education

³ÉÈËBÕ¾ Details

email: c.thomas-meredith@worc.ac.uk
tel: 01905 855473

Caroline is a Senior Lecturer and Course Lead for PGCE Primary Teacher Apprenticeships. She joined the School of Education in 2019, primarily working within her specialist area of Science teaching on the primary undergraduate and postgraduate teacher training programmes. Caroline has since been course leader for both primary undergraduate teacher training (with QTS) and primary and outdoor education courses.

Before joining the University, Caroline worked in several First and Primary schools within Worcestershire. She had the fantastic opportunity to undertake a number of roles with wider ranges of responsibility including; Assistant Headteacher, Strategic Leader for Key Stage 1, Strategic Lead for Key Stage 2, Strategic Lead for English and Phonics, SENDCo, Key Stage 1 Phase Leader and Science Coordinator.

As a senior leader and class teacher, Caroline championed the positive learning behaviours of each individual child whilst ensuring the curriculum provided challenging, achievable and ambitious opportunities for children to learn to master new skills and generate new knowledge. Caroline uses these valuable approaches, skills and experiences to enable her to effectively and fully support student teachers through coaching, mentoring and sharing and modelling best practice.

Qualifications

  • BTEC HND Environmental Management
  • BSc (Hons) Environmental Science
  • Post Graduate Certificate in Education – Primary
  • Post Graduate Certificate in Learning and Teaching in Higher Education
  • MA in Education
  • NPQSL
  • Fellow of the HEA

Learn Upon Training completed

  • Safer Recruitment
  • Introduction to the Prevent Duty as it affects Higher Education
  • Safeguarding Essentials

Teaching & Research

  • Science
  • Professional Practice and Behaviour Management
  • Student Wellbeing - Developing Self
  • Teachers as Researchers