Amber Newton

Completed a three year undergraduate degree in Media Production, graduating with a 2:1. The course covered a broad range of disciplines across the creative and media industries, combining practical production skills with critical and theoretical understanding of media in a wider cultural and social context. The degree covered: Film, Radio and TV production, including pre-production planning, directing, filming, and post-production editing Photography and visual storytelling, developing a strong eye for composition, lighting, and visual communication Graphic design and digital media, building confidence across creative software and design principles Audio production and sound design, including recording, editing, and mixing Media theory, history, and criticism, analysing how media shapes and reflects society Marketing and communications within a media context, understanding audiences and how to reach them Project management and independent research, planning and delivering substantial creative projects from brief to final output Presentation and pitching skills, communicating creative ideas clearly to different audiences Broader context: The practical, project-led nature of the course built a strong foundation for a career in content creation, social media, and visual marketing Developed a versatile creative skillset that sits at the heart of the work delivered through D'Essential Social Media today Alongside studies, volunteered as a Design Department Open Day and Applicant Day Ambassador, supporting the university in showcasing the course to prospective students

Completed a school-based initial teacher training programme, gaining Qualified Teacher Status (QTS) alongside a Postgraduate Certificate in Education (PGCE) specialising in primary education for ages 5-11. The programme was delivered predominantly in school, combining hands-on classroom experience with academic study and professional development. The programme covered: Planning and delivering structured, curriculum-aligned lessons across all primary subjects and key stages Developing a deep understanding of child development, learning theory, and inclusive pedagogy Differentiating teaching to meet the needs of a diverse range of learners, including those with SEND, EAL, and other additional needs Behaviour management strategies and creating a positive, purposeful classroom environment Assessment for learning, tracking pupil progress, and using data to inform future planning Safeguarding, child protection, and professional responsibilities in line with current legislation Reflective practice and professional development, responding to feedback to continually improve teaching Placements completed: Fiskerton Church of England School - Year 3 and 4, Placement 1 and Placement 3 Bucknall Primary School - KS1, Placement 2 Broader context: Achieving QTS through a school-based route means the majority of training was spent in real classrooms, working with real pupils from day one Built a strong foundation in inclusive education, pastoral care, and professional communication that runs through all teaching and mentoring work since Combined with prior international teaching experience in Kuwait, qualified with a well-rounded and adaptable approach to primary education

Completed an international Postgraduate Certificate in Education (iPGCE) through distance learning whilst working full time as a DT Specialist and Arts Coordinator at the International British School Kuwait. The programme was studied independently and remotely, requiring a high level of self-discipline, time management, and motivation alongside a demanding teaching role. The programme covered: Foundations of education theory, curriculum design, and pedagogical approaches within an international context Understanding how education systems differ globally and how to adapt teaching practice accordingly Reflective practice and critical analysis of teaching, using classroom experience to inform academic study Lesson planning, assessment strategies, and pupil progress tracking across different curriculum frameworks Inclusive education and meeting the needs of diverse learners in international school settings Professional standards and responsibilities within international teaching contexts Broader context: Completing a postgraduate qualification whilst working full time in a foreign country demonstrates exceptional drive, organisation, and commitment to professional development Studying through distance learning built strong independent working skills and the ability to manage competing priorities effectively The international focus of the programme complemented the day to day reality of teaching within a British curriculum school abroad, making the learning immediately applicable Laid the groundwork for going on to complete the full school-based PGCE with QTS back in the UK