Read this first: a guide to completing this report.

I am considering a number of professions, but what I do in my role is not as important to me as creating the life that I aspire. I value a work-life balance that enables me to pursue other commitments including personal life, family life and working in my community. According to Harvard Business Review, the pursuit of a better work-life balance is something many workers are looking for and is possible through 'reflexivity' and 'role redefinition.' I am motivated to work to improve society, whether through helping young people through education or counselling. There are a number of ways I could achieve this, including as an educational psychologist; or a counsellor. A role of educational psychologist or as a counsellor will enable me to have a flexible working life according to Prospects, and not remain always office- or school-based. In five years I aspire to be working in one of these professions or in a role I'm not yet aware of, in a related field. I may still be in training, as the professions which I'm interested in require additional training and accreditation, either with the British Psychological Society or the British Association of Counselling and Psychotherapy.

In five years, I aspire to have completed a MSc in Advanced Relationship-Based Social Work Practice with Children and Families, and be working as a newly qualified social worker in children's services in Birmingham. I will achieve this by completing the Frontline social work programme. This is a growing field with lots of opportunities, given the number of unfulfilled social worker roles in the UK. This is a challenging route into this career, one of a number of ways listed by the British Association of Social Workers to become a social worker including studying on approved postgraduate degrees and other fast-track graduate entry programme such as Step Up to Social Work. The Frontline programme appeals to me because I am changing career and have relevant experiences to bring to the role, and would rather 'practice learning' as described by Nick, a Frontline trainee. I also want to earn whilst working for my Masters degree and the Frontline programme pays £18,000 in the first year, followed by £25,000 in the second year. While this is a demanding path into this field, I am motivated to achieve this goal because I want to work to improve the quality of care for children in my local area.

This section describes four potential routes into becoming a secondary school English teacher, including the qualifications and experience required. It also includes a consideration of the best pathways for me and the financial considerations.

Qualifications:

Degree
To become an English secondary school teacher, 50% of my degree must be in English. The BA Applied Humanities (English) pathway is designed to provide this. Therefore in the second year of my Applied Humanities degree, I will take the English pathway, beginning with The Practices of English Studies module in March 2023.

Other
I will also require GCSE English and Maths, level 4 or grade C by the end of my degree. I do not currently have GCSE Maths, and will therefore begin courses through Birmingham Adult Education Services or South and City College. Some PGCE courses accept a GCSE equivalent however, this may not be as useful in future job applications as the GCSE.

Experience
Interviews are required for all pathways into teaching. Experience is ideally needed to talk about during this interview, therefore I need to identify a school setting in order to gain some experience as a teaching assistant (which brings with it level three qualification requirements) or as an observer.

Pathways:

Route one: PGCE
The PGCE is a post-graduate certificate in education. It is the professional postgraduate training required to be a teacher. There are a number of universities that offer a PGCE (60 credits), including Newman University.

Route two: PGDipHE
The University of Birmingham option is a PGDipE, which gives 120 credits toward an MA Teaching Studies, which will be beneficial to my future prospects.

Route three: School Direct
This is an intensive, school-centred training option through which I would spend more time in the classroom than in classes at university. It is run by a university in partnership with a school. It is run by a number of universities including Newman University and Worcester University. There are salaried and non-salaried versions of School Direct teacher training.

Route four: Teach First
Teach First is a competitive, fully-funded teacher training route that combines on the job training with management training and National Professional Qualifications. Teach First offers recruitment events, so I will attend one of these to find out more about the training and application process.

Finance for non-salaried options
Postgraduate teacher training options come with a loan, depending on the qualification and the circumstances.

Time-frame
Applications for teacher training are centrally organised and involve answering two questions. The application window opens in October, so I will need to ensure I have relevant experience and have worked on my application in preparation for October 2023. I will also need to prepare for interviews from November onwards.

Conclusion:

There are a number of advantages to the School Direct and Teach First route. Both options include salaried options, which are attractive and both include in the classroom training, which I prefer to the more university-based approach of the PGCE. All of the options require interview and I need relevant experience to talk about during the process. Teach First is a competitive route however it would be beneficial in the long term given my school leadership aspirations. I aim to apply for both Teach First and the Newman PGCE and Birmingham PGDipHE options, to provide a range of opportunities, and give me multiple opportunities to improve my interview skills.

Goal one: Identify the postgraduate funding opportunities for MA Law at the University of Law by June 2023.

Goal two: List the requirements for the Solicitors Qualifying Exams, including the topics included by July 2023.

Goal three: talk to a professional in the field, or find some information from professionals about the working conditions, work-life balance and pay by September 2023.

Goal one: Before my performance review in January 2023, find out about what counselling services are offered in schools, and whether this is a viable profession.

Goal two: Each month until July 2023, look at the jobs available on https://www.jobsinpsychology.co.uk/

Goal three: Before my performance review in January 2023, use the resources of the BPS website to understand the professional requirements of psychologists.

Goal four: In December 2022, develop a proposal for my negotiated assignment that focuses on an aspect of psychology or counselling.

Goal five: By July 2023, identify two MSc Psychology courses with the required accreditation by the BPS, and attend the Open Day(s) to speak to course tutors.