Education

It’s no surprise many young people opt for a career in education. Teachers are there as role models and an inspiration to us all throughout our childhood. They’re a shoulder to lean on, a voice of reason, and they seem to know everything. But why should you choose teaching as your profession?

Everyone remembers a particularly good teacher who inspired them and made learning more enjoyable.

If you ask most teachers why they decided to teach, they’ll mention the ability to make a real difference in students’ lives. Working as a teacher, you’ll have the satisfaction of seeing the visible results in your students.

Unlike some jobs that can be replaced by technology, teaching definitely can’t be, so there’s the prospect of having security in the role. And when you’re a qualified teacher, you’ll be able to work many places around the world. If you have a desire to progress in your career, teaching has a very clear path to do so. From heads of department to headteacher, there are opportunities to go as high as you’d want to.

There will always be a need for good teachers, and there are particular shortages in STEM subjects.

Whichever subject you are passionate about, you can use that drive to teach and mentor students, but also nothing encourages you to continue to learn more about a topic than when you’re teaching it. Children are inquisitive, often asking questions you’d never thought of, and this encourages new thinking and constantly prompts you to be up new ideas and technologies.

A message from our Head of Faculty and previous trainees

The University of Cambridge teaches Ofsted ‘Outstanding’ PGCE courses in a long-established and fully integrated partnership with a broad range of schools. We have thought a great deal about the PGCE programme itself, from Open Days that enable prospective students to explore options to the development of a highly supportive approach to training.

The Cambridge PGCE has an exceptional reputation and leads to both QTS and an internationally recognised PGCE Masters level qualification.

We all have our own stories of a teacher who has made a positive difference to our lives. For me, it was an enthusiastic young teacher of social studies who pushed me to ask different kinds of questions about institutional power and inequalities in societies. Without doubt, his passionate approach to teaching us was instrumental in paving an education road that took me on to university, and a successful career in education as a female academic, and now professor.

As the Head of the Faculty of Education here in Cambridge, I am proud to say we are committed to encouraging BAME students into our teaching programmes and we are looking at how we can best support them so that they become inspirational teachers.

TRAIN TO TEACH WITH THE UNIVERSITY OF CAMBRIDGE, FACULTY OF EDUCATION

WHY CONSIDER A CAREER IN EDUCATION?

One of my key reasons for teaching is cultivating the unique abilities of each individual child and seeing them flourish.

We strive for academic progress for our students but having an impact on the social development of a child is also hugely motivating – seeing a child hold their head up that little bit higher, having a little more confidence and resilience in themselves and their own ability, and knowing that you were the one who inspired it through your teaching.

Aliabbas, Primary PGCE

During my time in sixth form and while I attended my local Mosque, I found that I loved teaching and mentoring students. My biggest motivator for getting into the profession was the lack of South Asian female teachers in my area, Cambridgeshire. From a young age, I often found myself asking the question – why aren’t there teachers who are like me? For me, representation is vital.

Currently, as an English teacher and Bangladeshi British and Muslim woman, I am able to discuss and teach my students things that they might not know. Together we can also erase any misconceptions that they might have. I love that!

Rashida, English PGCE

WHAT WAS YOUR EXPERIENCE OF TRAINING TO TEACH AT THE UNIVERSITY OF CAMBRIDGE?

Choosing to do my PGCE at Cambridge is probably the best decision I have ever made. It is intense, but you are supported every step of the way. What made it special for me was the constant support I got from the Faculty. You spend most of your time on placement, but the Faculty remains very involved every step of the way.

Shola, History PGCE

Every point of view was always regarded with respect and value, and everyone was made to feel equal and valid regardless of their background. I really think this enriched the entire PGCE experience, making all of us feel, as individuals, that we really had something valid and significant that we could bring forward into the teaching profession.

The Cambridge PGCE is more than just a course but a platform for professional and educational change, based on vision, support and trust. I believe that those behind the Cambridge PGCE truly care about the profession and the professionals they are training. I will always remember my partnership tutor visiting me and asking if I have asked for a space to pray in. This may seem small to someone else, but it meant the world to me.

Zara, Primary PGCE

DO YOU HAVE A MESSAGE FOR BAME PEOPLE CONSIDERING TRAINING TO TEACH?

Go for it! You’re such a valuable resource as you bring a different life experience. Do not be afraid or think that you won’t fit in. This profession is about learning as well as teaching. Be willing to take risks and firmly take hold of every opportunity given to you.

Zara, Primary PGCE

To my BAME future teachers – we need more of us in this great profession. Representation matters and for those students who are of the same background as you, they will feel a sense of comfort and understanding that ‘Ah Miss/Sir, she/ he gets me’. I’ve experienced this in my first year of teaching, especially during the month of Ramadan. Aim high, look after yourself and always remind yourself that you can and will do this.

Rashida, English PGCE

As a male teacher from a minority ethnic and disadvantaged background, I experience first-hand the significance it can have for children to see a diverse collection of people make up the team of staff at their school; people who they feel they can relate to. Schools are so diverse now and it is incredibly important for children to see that diversity reflected within the staffing and power structure of the school, as an insight into the wider society that they will be integrating into as they continue to grow.

Aliabbas, Primary PGCE As a sociologist of education, I know one thing that can make a difference to what we think is possible is that we recognise others like us who can act as an inspiring role model. In their comments, we can see that this insight has not been lost on newly qualified teachers coming through our PGCE programme here in Cambridge.

At our Faculty, we recognise that it is critical for education providers to actively tackle the lack of representation of particular social groups.

Head of Faculty, Professor Susan Robertson

https://www.educ.cam.ac.uk

TEACHING ADDS UP

Recent Teach First Training Programme graduate Neelam Rajput talks us through her teaching journey, and what working in teaching has taught her

I’m a British Asian, born in Leicester, while both of my parents were born in India. Growing up I would have loved to have learnt and read more books at school that represented my culture and ethnicity. Apart from books by local author Bali Rai, I don’t remember us reading any books that didn’t include mostly White characters or were written by White authors.

I joined the Teach First Training Programme in 2017. Before this I wasn’t sure what I wanted to do but since being in the classroom, I’ve found my confidence growing so much. I went into teaching so I could have a direct impact on the younger generation and with everything that’s happened in 2020, it’s made me even more driven to inspire my pupils.

This year has been difficult for everyone and schools have had a lot of challenges to weather. With COVID-19 leaving many young people out of school for months, many of them have had less access to books and other reading materials.

But alongside living through a pandemic, young people have also been witnessing an important moment in history. In response to the most recent Black Lives Matter movement, a brutally honest conversation around race has finally reached the mainstream. Something which I know could be strengthened with the right education.

I began efforts to diversify the English literature we teach in our Leicester school by providing our incoming year 7s with books written by ethnic minority authors. But books are expensive and with limited school budgets, I needed to set up a crowdfunder to get them – putting a lot of energy into plugging our plan on social media. Thanks to a lot of local support, including Bali Rai himself (who donated a dozen of his books) we soon achieved our £1,500 target.

The reactions from the pupils has been fantastic. They’ve all really engaged with the books and enjoyed learning more about the authors’ wealth of backgrounds, thanks to the packs we provided. There’s not enough funding to replace books in the curriculum so we’ve been trying to think of other ways to diversify the books the pupils read. Since September we’ve been back in the classroom and I have started a book club with year 7 pupils where we can chat about the books we’ve been reading.

Based on my own experience, I wasn’t hugely surprised to read Teach First’s latest report, which found that the biggest exam board does not include a single book by a black author in their English literature GCSE specifications, and only two ethnic minority authors. This means pupils can finish school without reading a single book by a person of colour.

I was drawn to the Teach First Training Programme because of their mission to create a fair education for all. Because of the schools that Teach First place their teachers in, I knew I would make a big impact on the lives of pupils from lower socio-economic backgrounds. When I was at school, coming from a working-class background, I found I didn’t always have as many opportunities as some of my classmates. I wanted to help the pupils in that situation now.

For any young people from a BAME background who are thinking about teaching, I would just say: go for it! You can have such a massive impact on pupils and especially pupils from minority ethnic backgrounds. Britain is filled with different histories, cultures and perspectives, so it’s vital that our teachings reflect that. If we don’t educate our young people diversely, they won’t grow to become empathetic, well-rounded members of society – it could make the greatest difference for the next generation.

Realise your potential

Could you make the grade at AQA?

When people think of exam boards, most think of teachers and academics designing exams. But, in truth, they’re much like any other company and it’s more than just people writing tests for students.

As with any modern business, AQA serves an increasingly diverse community and has a multitude of roles that require a small army of employees to deliver. These range from accountants to facilities coordinators, communications specialists, digital and tech designers, HR teams, research teams, as well as all the people that design and create our assessments.

So, there are lots of opportunities within AQA that don’t have anything to do with the academic side of assessment.

ROB DOUGAN is a Recruitment Advisor in AQA’s Talent and Resourcing Team. Here he shares his story about how he came to work in the world of assessment…

“I’d never envisaged working for an exam board when I joined AQA on a temporary contract in 2016. I’d been working in the hospitality industry as a bar/nightclub manager and completing a self-financed CIPD qualification as I was seeking a career change to a HR or learning and development role.”.

“That was when I was approached by a recruiter from AQA who had seen my CV on a recruitment site. My only knowledge of the organisation at that time was that it was an exam board and they hired a lot of staff for temporary roles in the summer.”

“I was fortunate enough to undertake various temporary roles across AQA before I secured my current permanent position, which helped me understand the many functions required for the successful delivery of exams and see that the people who work here really care about what they do.” “As a Recruitment Advisor, the main focus of my day-to-day work is the recruitment of new examiners required each year to mark AQA’s exams sat by GCSE and A-level students. AQA sets and marks the papers for over half of all GCSEs and A-levels so the task of recruiting examiners is hugely important and vital to the functionality of the organisation. I also support the recruitment of senior examiners that are involved in the creation and production of exam papers.”

“Recruitment is challenging and my particular role is testament to that. Recruiting new examiners each year at the volumes we require involves lots of effort, creativity and cross team communication. At times it is stressful, but this is fuelled by a desire to deliver and ensure that students are supported in their educational journey.”

“Collaboration across teams and departments is encouraged and a necessity for the work I do, and it’s really useful in helping to recognise how all functions form part of the whole.” “Although I’ve been at AQA for over four years there are still areas of the business that I’m yet to fully engage with and understand and that’s a good thing. It’s interesting to learn about the work of other departments and always encouraging when they are interested and surprised by some of the work we do.”

“I feel fortunate to work for an organisation with the values AQA has. I’m also grateful to work within my particular team that is constantly looking for ways to improve, not only at a team level but also in ways that cascade throughout the whole organisation.”

“Development and career progression are important to everyone at AQA, with opportunities for further training available and actively encouraged. In the past year I’ve become a qualified workbased coach as part of AQA Coaching Academy Scheme, and colleagues within my team have or are undertaking AQA sponsored qualifications such as CIPD and other courses, including Empowering Women and Change Management.”

“There is plenty of opportunity for career development within the organisation, but if I chose to seek a new role outside of AQA I will have acquired skills to thrive my career in the future.”

AQA has a board of trustees that come from a range of professional and cultural backgrounds. They are responsible for our overall strategy, policy, educational initiatives and development, and for steering AQA to fulfil its educational and charitable objectives.

AMINA MODAN is an Assistant Principal at Tauheedul Islam Girls’ High School and recently became one of the youngest ever members of AQA’s Board of Trustees. Despite her youth, Amina has already amassed a wealth of experience in education and assessment…

“Development and career progression are important to everyone at AQA, with opportunities for further training available and actively encouraged.”

“As a British-Indian Muslim female from Blackburn, it was a pivotal moment when I graduated with a first-class honours degree from the University of Manchester in 2004. As the first female in my family to have graduated, I realised that class, ethnic and gender barriers could be broken with; hard work, talent, passion, candour, perseverance, prayer and lots of help from others.”

“I began my teaching career working as a Psychology Teacher in a Catholic College with the hope to procure two years of experience before pursuing a career in Educational Psychology. However, stirred by the satisfaction, gratitude and overwhelming prospect of shaping young minds, building potential and inspiring the future of tomorrow, I focused on developing a career in mainstream education, not allowing my ethnicity, gender or religion to stymie any progression.”

“While continuing to teach, it became apparent there were very few BAME role models for the students. This further fuelled my desire to progress, I completed Qualified Teacher Status, and attained a High Distinction Masters’ in Education. Yet I found the reality of securing a leadership position in a school with very few BAME teachers and leaders to be a struggle. Undeterred, and driven by my desire and passion to offer strategic direction in education, I acquired the role as a Director of Learning in the highest performing school in the country. I continued learning and building on experiences by completing National Professional Qualifications and working as a Senior Examiner for AQA.”

“With an intrinsic interest in the role of assessment and using data astutely to maximise progress and monitor learning, I was enthralled in becoming a Board of Trustee member for AQA. I was extremely humbled at the warmth and openness of the organisation when starting the role during a tumultuous year for assessments in a COVID pandemic. I was invited on a panel for International Women’s Day just a day after visiting Downing Street for an International Women’s Day event. Liaising with them on strategies for the Equality and Diversity board has been both rewarding and fulfilling, to see AQA striving to provide BAME parity for its employees.” “Whilst BAME role models were scarce 15 years ago, I have always been taught to be the change we wish to see. I love my role as an Assistant Principal and Specialist Leader in Education, as it has provided opportunities to support National Professional Qualifications as well as the BAME Leadership Programme for Star Institute.”

“I’m excited to have been provided with a platform to offer strategic input at Board level for AQA, as well as recently being appointed as a member of the AQA Curriculum and Assessment Quality Committee. I look forward to continuing supporting in areas of Assessment as well as Equality and Diversity and Customer Relations.”

“My advice to anyone who wishes to take up a role in such a field is to:

• Ensure you find your anchor in your passion and strength, this will make you relentless to continue.

• Find areas you can make a difference and build others in, focus on the goal not the role.

• As Ghandi once purported “live as if you were to die tomorrow, learn as though you were to live forever” – knowledge is wealth, continuing learning.

• As the cliché goes, good things come to those who wait – don’t let any knock backs let you settle for less, believe in yourself, be patient, and know that you can do anything you wish to do.”

“Whilst BAME role models were scarce 15 years ago, I have always been taught to be the change we wish to see.”

RECRUITMENT AND OPPORTUNITIES AT AQA

We’ve done a lot of reflecting as a company about the diversity and make up of AQA and, while we’ve always strived to be an inclusive employer, we understand and recognise we can do more.

Recently we’ve been updating our policies and practices to ensure AQA appeals to a broad, diverse mix of people, that reflect both our customer base and the local communities from which we draw our talent, so we can grow through the organisation.

In normal a year we recruit around 1,000 temporary staff across our sites in Manchester and Guildford and offer a range of temporary positions for people to gain work experience with AQA. These are a great opportunity for people at different stages of their careers to either build upon their CV or experience something new.

Due to the cancellation of exams this year we had fewer temporary roles to offer, but we’re still recruiting for permanent vacancies. We’ve been actively recruiting throughout the pandemic and have a range of roles from entry level administrative roles through to more technical and management positions.

We welcome applications from all members of our communities and every year attract a really diverse group of people to our temporary and permanent roles.

If you want to find out more or are interested in joining AQA, you can find further information, set up job alerts, and keep up to date with latest vacancies at: https://www.aqa.org.uk/join-us

You can also find us on LinkedIn https://www.linkedin.com/ company/aqa and on Twitter @AQAJobs