When I was newly qualified, I thought that teaching A level was the holy grail. Not just anybody could do it; this was a privilege that had to be earned through years of experience.

But I worked hard. I was patient. And finally, the time came when I got to teach my first A-level class.

To my surprise, I didn’t like it.

Everything I’d hoped teaching would be should have been in that classroom. A-level teaching is the closest you will get to your degree in a secondary school. I’d had visions of students who were intrinsically motivated, intelligent and hardworking.

But it wasn’t like that at all.

Teaching A level turned out to be pretty tough. The course was content heavy and the students were needy. As a result, I never looked forward to the lessons and found I was spending hours planning.

In reality, most students select an A-level course not because they love the subject but because it is a stepping stone to what they want to do next (not to mention the students picking your subject because they aren’t actually sure what they want to do next).

It took becoming head of Year 13 to change my mind about teaching A level. Having the opportunity to view these students through a pastoral lens made me realise that my approach to lessons with them was all wrong. The reason I didn’t love teaching A level was because of my own mindset.

We have to remember that Years 12 and 13 are the “bridge” between school and university. That means we have to reach out towards university-style approaches while also making use of school-based methods. A-level learning should be interesting and exciting - this doesn’t happen if you spend all your time lecturing from the front of the room.

I reminded myself that students are students; the same activities I used for GCSE classes would be completely appropriate at A level. I guessed that those familiar methods - along with the added challenge of more complex subject matter and critical readings - might be the best way to ensure progress and engagement.

It turned out I was right. Once I switched up my approach, and replaced my lectures with carousels, reading races and card sorts, I noticed a change in my students - and a change in me.

Suddenly, I found myself absolutely loving teaching A level. I was reading critical theory and journals that I hadn’t read before, and I was excited to discuss them with my class. My students came out with really clever interpretations and their genuine interest began to shine through. Teaching them was no longer a laborious battle.

Just because A-level students are taking an advanced-level course doesn’t mean they are automatically adult learners. Yes, there is a lot of content. Yes, the content is more complex. But remember, they start the course just three months after completing their GCSEs. Familiar methods will make teaching and learning much more enjoyable for you and your students.

With the right approaches, A level can allow you to explore the subject you love while doing what you’re best at: teaching. Turns out it is the holy grail, after all.

Shabnam Ahmed is head of Year 13 at a secondary school in Suffolk

This article originally appeared in the 26 March 2021 issue under the headline “Seeking the education holy grail? You already know how to find it ”