UK Parliament Teacher Ambassador programme

The UK Parliament Teacher Ambassador programme is a unique opportunity for teachers with a keen interest in politics and a desire to share this passion with their students. Miss Ashley successfully navigated the rigorous application process and was invited onto the three-day course, which was held in London last month. We interviewed Miss Ashley to find out all about the programme, the impact it had on her and the plans she now has to bring the knowledge back to Heathfield Knoll School. 

1. What is a Parliament Ambassador?

The UK Parliament Teacher Ambassador programme involves a three-day immersive course at the Department for Education. Teachers, applying individually, represent their respective schools and institutions. Through this programme, teachers work towards becoming accredited partners of the UK Parliament Education and Engagement team. They return to their workplaces equipped with the skills to enhance the teaching of British Politics, aiming to boost political engagement among pupils.

2. Why did you decide to do it?

Becoming a Teacher Ambassador is well-suited to my academic and professional interests. For example, I was elected as my school’s representative to Dudley Youth Council, which first ignited my passion for political action to effect change. I later studied Political Science and Sociology at the University of Birmingham. My dissertation, ‘Mainstreaming Deaf Education: A Policy Success for New Labour?’ was awarded a first-class grade.

3. What did you have to do to become one?

I underwent a significant written application process. My application was successful as a representative of the West Midlands region. Applications were submitted from thousands of candidates nationwide. 

4. What does this mean for the school?

As a Teacher Ambassador, I will enhance the skills of my colleagues through dedicated professional development sessions, sharing insights gained from the programme. Additionally, I plan to organise a regional seminar for the Independent Schools Association, focusing on the teaching of government and politics in primary schools. 

Beyond the programme, I am conducting a Teacher-Led Research Project via Harris Manchester College, University of Oxford. My research paper, ‘Teaching Politics is not political: How empowered do Primary teachers in England feel when delivering British Politics education?’ will monitor and assess the impact of changes in schools as a result of my participation in the Teacher Ambassador Programme.