I've come a long way since my Master's research on girls and post-compulsory physics that found its way into Tes magazine (for those who prefer 10-minute reads) and online (even shorter!).

In 2017 I commenced my EdD studies at UCL's Institute of Education. The great thing about an EdD (a 'professional' doctorate) rather than a PhD in Education is that it follows the professional - me, in this case. Back then I was Deputy Head of Physics and I considered the tensions experienced by physics teachers during curriculum reform and designed a tiny study on subject choice and single-sex environments.

In part because of my skills development from doing research, I was made Head of Higher Education, which - in turn - enabled me to conduct a nationally-representative UK survey of school leavers in the independent sector on behalf of the HMC & GSA Universities Committee and as my 'Institution-Focused Study'. This expertise on the expectations and experience 'gap' has enabled me to speak at conferences for school staff and students and (of course) lead a ThinkIn for InThinking.

Now IB Diploma Coordinator at Whitgift School and coming to the end of Year 4, I'm proud to say that I'm writing up my final thesis linked to #WhyIB: How do 16-year-olds choose between curricula in dual-curriculum settings?

Despite school closures my participants have been generous enough to provide three interviews apiece, which I've facilitated through coaching. The IB Organisation has very kindly recognised my efforts to date and I intend to publish a Jeff Thompson IB Award report next academic year. I can only hope that my success in placing runner-up in the UCL final of the Three Minute Thesis competition is a good omen for the 45 000 word version and viva!

My dream is that all 16-year-olds, when making vital curriculum and subject choices, can do so with the information they require and opportunities to consider how best to live out their values.