Last week I had the privilege of working with an incredible group of teachers across four days of CPD in Health & Social Care. It was a week of collaboration, challenge, and inspiration—not only for the delegates, but for me too. Here are some of the reflections I’m taking away.

From day one, as we explored the new AAQ BTEC National, it was clear that even experienced teachers can find it unsettling to switch to a new specification with unfamiliar assessment methods. We collaborated, shared ideas, and explored best practice, and I was struck by the openness and dedication of the teachers to embrace change and leave the day feeling more confident and inspired.

Day two focused on AAQ Units 1 & 3. Teachers worked hard discussing sequencing, teaching strategies, and navigating sensitive topics such as health inequalities and equality, diversity, and inclusion. One thing that stood out to me was the tension teachers feel around facilitating difficult conversations: how to challenge discrimination and prejudice without shutting down dialogue. For non-specialist teachers, translating exam skills into a “shades of grey” subject like Health & Social Care—where answers aren’t simply right or wrong—proved particularly challenging.

Unit 2, Human Biology & Health, took the spotlight on day three. For many, this was unfamiliar territory, especially for those without a GCSE or A Level science background. We focused on sequencing, assessment-for-learning strategies, and clarifying what students should know coming into Year 12. With the first exam yet to be sat, teachers were navigating uncharted waters regarding the depth of student responses. It reminded me how much courage and flexibility teaching requires, especially when guidance is still emerging.

Finally, day four explored strategies for student success in the BTEC Tech Award’s internal and external assessments. Teachers were eager to try engaging approaches such as gamification, yet many also shared the pressure they feel when conducting internal assessments. There’s a natural tendency to overthink, add extra steps, or complicate processes—but the mark scheme is our guide. The most effective teaching and assessment is often about keeping it simple and ensuring students produce evidence that directly addresses the criteria.

Across all four days, a few key themes emerged for me: teachers are willing to step outside their comfort zones, even when change feels daunting; they value practical strategies and ready-to-use resources; and their dedication to student success drives everything they do. I left the week with renewed respect for the profession and a reminder that continuing professional development is a two-way street: as we support teachers, they challenge us to think, adapt, and reflect on our own practice.

Most of all, facilitating this CPD reminded me that at the heart of education is connection—sharing knowledge, exploring ideas, and walking alongside others as they navigate change. To all the teachers I met last week: thank you for your energy, honesty, and commitment. I can’t wait to see the difference you make this year.

Did you miss this year’s courses? Don’t worry—we are now taking bookings for February:

• Essential AAQ BTEC National Health & Social Care – Teaching Units 1 & 3
• Essential AAQ BTEC National Health & Social Care – Teaching Human Biology & Health
• Success in BTEC Tech Award Health & Social Care Internal & External Assessment