Exploring Education across cultures

One of the main reasons I chose to study MA Education, specifically at Dundee, was the ability to use my degree to explore. I enjoy researching and experiencing new and varied ways of communicating with people and learning the intricacies of differing curricula and cultures. My passions for how people communicate, and the implications of interactions, were always clear during my time at Dundee. 

During the first lockdown, which began at the end of my first year, I chose to complete my Teaching English as a Foreign Language (TEFL) certificate to deepen my understanding of the basics of the English Language. I was inspired by my first teaching placement, where multiple children in the class were learning English as a second language. I found myself reflecting on how I could up-level the differentiation and scaffolding I was providing for these pupils. Completing a TEFL course has equipped me with deeper knowledge of language structure and targeted teaching strategies to help pupils learning English as a second language.

I chose to complete the International Baccalaureate (IB) module to understand more about curriculum development and policy (and to feed my passion for exploring the world). Comparing and contrasting IB to the Curriculum for Excellence (CfE) sparked an interest in me to look further into how curriculum policy is structured and written, as well as how culture influences curriculum. By integrating IB into my dissertation, which focused on the anxiety felt by student teachers when they are teaching a maths lesson, I became dual qualified to teach CfE and IB. Following graduation, I have obtained my IB Teaching and Learning Certificate for the Primary Years Programme (PYP). 

After graduating I chose to complete my probation year in Scotland to become fully qualified. My interest in research and policy remained, however I wanted to put the theory I had learned into practice. I was lucky enough to have a fantastic school, and a wonderful first 2 years of teaching. During my probation year I was able to experience the cyclical nature of a full school year and all of the experiences that paint that picture. Following my probation year, I was kept on in a supply capacity at the same school covering a variety of teachers and stages – an initially daunting task. Looking back, I genuinely believe the opportunity to experience teaching in Early, First and Second level classrooms developed my professional confidence and teaching capabilities tenfold. 

Looking to secure a permanent contract has led me to London. I am now teaching the English National Curriculum in South London. The initial stages of learning to teach a new curriculum, in a new school, with a new year group was a learning experience in itself. Teaching Key Stage 1 in the English National Curriculum has felt more attainment focused and structured (in reference to discrete subjects taught) compared to teaching First Level in Scotland. I see more similarities between CfE and IB; with core curriculum beliefs, and holistic, thematic teaching approaches being more closely aligned. One similarity between the IB curriculum and my new school is the importance of looking beyond the country and culture where the school is situated. I am excited to continue to learn about the English National Curriculum as my time in London continues.

Beyond my London adventure, I see myself teaching in more places and expanding my teaching experience by teaching within the IB system. My passions for curriculum structure, the influence of culture, and how people communicate may take me into academic research, working with NGO’s or into an avenue currently unknown to me. I feel motivated by the experiences I have had so far and at ease with the knowledge my career can evolve and grow as I do.