Can you tell us about your career path and what led you to teaching science at North Cambridge Academy?
I did my undergraduate degree in Psychological and Behavioural Sciences at the University of Cambridge. During this time, I also spent a couple of summers working at summer camps in the US, which was ultimately what drew me into a career in teaching. I then did my PGCE, also at Cambridge, before starting as an ECT at North Cambridge Academy.
What inspired you to choose teaching, and why science as your specialism?
The time I spent working at camps in the US made me realise how much I enjoy working with young people and helping them to fulfil their potential. At that point, I decided I wanted a career in education. I had studied a really wide range of papers at university (everything from neuroscience to mathematical biology to law) but I had some experience tutoring science and felt my background and interest in science were strong. I also firmly believe that having an understanding of the scientific method is vital for being able to understand and evaluate the news and media that surround us, and I wanted to be a part of educating students about that.
What do you enjoy most about teaching science here?
I really enjoy watching students make sense of things they experience in their real lives by beginning to understand the science principles that underlie them. I’ve also really enjoyed teaching science within the wider context of social justice issues (things like the history of women in STEM and disability rights) and discussing these broader, important topics with my students.
How do you encourage curiosity and a love of science in your students?
We encourage students to link all of their learning to their real-world experiences and interests. Building in practical work is also an excellent way to give students the hands-on experiences that encourage them to engage and question the explanations underlying their observations. The Year 8 Science Fair has also been a particular highlight, in terms of students being able to pursue their own interests using the scientific method.
In what ways do you collaborate with colleagues and families to support your students?
We have really close communication as a department in order to support our students, and we work together to provide them with the resources and time they need to succeed. Often, my Year 11 students will complete revision sessions with myself or another member of the department at break and lunchtimes so they can have extra support.
What makes working at a Meridian Trust school distinctive or special for you?
I think the thing that makes working at a Meridian Trust school distinctive is the real links that we have with the community. We have lots of opportunities to engage with families as well as the students themselves, which helps ensure students are getting consistent messages and more holistic support.
Is there a particular lesson, project, or achievement you’re really proud of?
One thing I’m really proud of is my work with our Accelerated Learning Groups. I’ve spent quite a long time adapting resources and adding additional scaffolding to ensure that every single student is able to access the lesson and experience success.
What outside interests or hobbies do you enjoy that help you recharge?
Outside of work, I currently help to run the novice rowing programme at my Cambridge college. Most weekends I can be found either in a boat or coaching from the towpath! Being at the river is a great way to unwind from work and shift my focus for a few hours.
