2020–22
Subject Head of Biology · Merchiston International School
Two years leading biology at a British boarding school, with top A Level results, and completing my Master of Education with a year-long study of STEM clubs.
These years brought together leadership, results and research. With my department I aligned every assessment to Cambridge standards. In my own classes I tested an idea I had long believed in: hands-on STEM experiences change how students see science.
The STEM Club study. I randomly assigned Grade 8 students to an experimental group (STEM Club plus regular lessons) or a control group (regular lessons only). After a year, the experimental group’s grades had risen by about 20% on average while the control group’s dipped slightly. Interviews showed students linking club activities to a clearer picture of STEM careers.
Reflection. The hardest part was not the experiment but bringing parents on board with an activity that had no immediate effect on grades. I learned to communicate the purpose of enrichment as carefully as I plan it.
Goals for the year
- Lift examination outcomes at IGCSE and A Level
- Align assessment fully with Cambridge (CAIE) standards
- Find out whether a STEM club changes students’ achievement and motivation
What I did
- Designed CAIE-aligned assessments and digital learning resources for Biology and Chemistry
- Wrote IGCSE Chemistry lesson notes on organic chemistry and energetics, and the laboratory safety rules for pupils
- Mentored three new teachers through curriculum implementation
- Ran a year-long STEM Club study with Grade 8 students as my MEd capstone
Impact
- 100% A*–B in A Level Biology
- 70% pass rate in IGCSE Biology and Chemistry
- STEM Club students’ assessment grades rose by about 20% on average over the year, compared with a slight dip in the control group
Professional learning
- Master of Education in Advanced Teaching completed (University of the People, 2021)
Evidence from the classroom
Student images are anonymised to protect privacy.
