personal statement for chemistry teacher

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Successful Personal Statement For Chemistry At Oxford

Last Updated: 7th April 2022

Author: Rob Needleman

Table of Contents

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it. 

Today, we are looking through a Chemistry applicant’s Personal Statement that helped secure a place at Oxford University. The Chemistry Course at Oxford is taught in a world-leading chemistry department with state-of-the-art teaching and research laboratories and world-class research.

Read on to see how this candidate wrote a Personal Statement that helped secure their place on a reputable degree. 

Here’s a breakdown of the Personal Statement:

SUCCESSFUL?

The universities this candidate applied to were the following:

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Chemistry Personal Statement

Few aspects of our lives remain unaffected by the fundamental subject of chemistry. Chemists have revolutionised the way we live; from the medicines we use to the water we drink, it is hard to imagine what our everyday life would be like without the help of this vast subject. I wish to be a part of the chemical discoveries of the future which is what entices me to study chemistry in greater depth at university.

My interest in chemistry has developed a great deal since starting the AS level course. Each time I learn something new, it inspires me to develop my knowledge even further. I have particularly enjoyed the organic chemistry involved in the AS course due to the practical work it entails. Laboratory work for me is enjoyable because it provides an opportunity to test out the theoretical knowledge you have gained and is also great fun! For example, I particularly enjoyed making azo dyes as it was interesting to recreate a process in the lab which is so frequently used in industry.

I have been able to develop my passion for chemistry through wider reading. I have recently enjoyed reading Molecules at an Exhibition. The range of molecules which can have profound effects on our lives surprised me and showed me again how relevant chemistry is to our lives. I have a subscription to New Scientist. An article I particularly enjoyed reading over the summer was “Rogue elements” which explores some of the unanswered questions associated with the periodic table. For example, when the elements will stop and whether superheavy elements, which exist for fractions of a second only one atom at a time, can be considered elements at all. The article also looked at the issues of where to place the elements hydrogen and helium and where the metal/non-metal divide should be. This showed me that although the periodic table is often considered to be complete, there is still much to uncover. Reading Quantum Theory Cannot Hurt You introduced me to the concept of relativity and I was amazed to find out how this theory affects chemistry as well as physics. For example without relativity the properties of some of the heavier elements such as gold would simply not be the same. I have been developing my interest in maths and have taken up AS further maths which will be largely self-taught, I know this will complement the chemistry syllabus.

Recently I took part in a UNIQ summer school at Oxford University which allowed me to have a great insight into undergraduate chemistry. I thoroughly enjoyed my week, particularly the lecture on chirality. This was a new concept for me and I was surprised by the huge differences that can result from this form of isomerism. My subject knowledge was greatly enhanced and the skills I gained have been even more valuable. I was taught to question, develop and evaluate my knowledge at every stage and become a more independent learner.

During Year 12 I acted as a science tutor for GCSE students, helping them with exam technique. I found that explaining the subject matter to others helped to enhance and consolidate my own knowledge. My success both in and out of school was rewarded when I received Clevedon’s 2014 Academic Achievement Award in chemistry.

I enjoy playing the piano and recently achieved Grade 6 during my GCSE year, developing my time management skills. My other hobbies include drama and singing and I am a member of Clevedon Light Opera Club as well as the school choir. I have taken part in several productions as well as performing in school stage shows and concerts. All of which contributed to me gaining my Gold Arts Award. I volunteer with a Rainbow group. When I started I found the prospect of running activities for a group of people quite daunting, but 2 years later I think my confidence and communication skills have improved greatly. I have developed my knowledge, skills and aptitude both in and out of school and I look forward to being able to extend these further by studying at university.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

Successful Personal Statement For Natural Science (Physical) At Cambridge

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Download our Free Personal Statement Starter Guide 

Good Points Of The Personal Statement

This is a well written and well-structured statement. The student places points in order of relevance, making the statement easy to read. All points are clearly explained, and their impacts on the student are clear. There is a clear introduction, main body and conclusion.

Bad Points Of The Personal Statement

Although the statement is written in a logical order, there are a lot of paragraphs. Whilst it is very good that the student has a wide range of interests and hobbies, the student dedicates two paragraphs to these. It would have been possible to shorten the statement by removing some of the points mentioned, without taking away from the quality of the statement. The student clearly has many experiences from outside of the A-level syllabus, such as the UNIQ summer school and working as a GCSE science tutor. Whilst is it of course important to describe individual experiences and achievements, focussing on the positives alone limits the impact that mentioning such experiences will have. It would have been nice to see what challenges the student faced through their experiences, and how the student overcame these.

UniAdmissions Overall Score:

This is an excellent statement. The Personal Statement is clearly written and easy to read. The length of the statement could have been reduced, however, there are no other areas in which the student needs to make significant improvements.

This Personal Statement for Chemistry is a great example of a well-written Statement that demonstrates a wealth of experience and interest, vital to Admissions Tutors.

Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

You can find more successful personal statements and our expert guides on our Free Personal Statement Resources page.

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How to Write a Chemistry Personal Statement Worthy of Oxbridge!

Writing a personal statement is a very daunting task, it can seem like the be-all and end-all of your university application. In this post, Oxford PhD Chemistry researcher and 1st Class Oxford Chemistry graduate, Zoe, outlines how to structure your personal statement, as well as discuss the do’s and don’ts when it comes to a Chemistry personal statement. We have also provided an example Chemistry Personal Statement for those looking for inspiration.

General Tips for a Successful Chemistry Personal Statement:

When applying to the top universities such as Oxford and Cambridge or other Russel Group universities, the personal statement is not going to be the single factor determining the success of your application. In that sense, there is no need to spend hours curating the ‘perfect’ personal statement - interview preparation and school grades will have a much stronger weighting in the eyes of the admissions office. That being said, a poorly written personal statement can negatively impact your chances and you’ll want to make sure you have avoided common pitfalls and checked all the boxes for a successful application.

Below I’ll discuss key things your personal statement should include, along with common mistakes people make when trying to impress.

1.      Convey your genuine interest for chemistry – this should be the first paragraph and indicate why you want to study chemistry

-          Don’t write clichés such as ‘I’ve wanted to be a chemist since I was 4 years old’ - they want to know what motivates you now

-          Do be yourself and talk about what you genuinely find interesting and what got you motivated to study Chemistry in the first place e.g. at A-level (you don’t gain points for having stated to like Chemistry at an earlier age). Demonstrate your enthusiasm for chemistry by discussing what motivated you to study the subject, such as a particular experiment or a fascinating discovery

2.      Demonstrate you have the skills and motivation required to pursue the subject at the highest-level – this should be paragraphs 2 and 3 and form the bulk of your personal statement. Don’t get carried away, focus on one or two key examples that demonstrate your commitment to the subject

-          Don’t lie – this may seem obvious, but don’t mention books you haven’t read or experiments you haven’t done just to sound clever; this is the easiest way to get caught out in an interview. Tutors are not expecting you to know the whole 1st year undergraduate course and they will be well aware if you pretend you have.

-          Do include any research or reading you have done which shows commitment to the subject. All they want is for you to show you have taken the time to go beyond the standard A-level syllabus, be that by reading books, keeping up with the literature or even attending talks or visiting an interesting exhibition at a museum. There is no right way to show interest in the subject! Highlight your academic achievements in chemistry, including any relevant coursework, research projects, or awards that showcase your skills and knowledge

3.      Highlight skills that make you suited for the course – This should the final paragraph and should be a couple of sentences at most. Showcase these skills, such as your ability to think critically, work collaboratively, and problem-solve, which are essential for success in the field of Chemistry.

-          Don’t mention extra-curriculars that are not directly relevant to the course. 4000 characters is not a lot and you do not want to waste space or things that tutors will not even consider

-          Do include any extra-curriculars that demonstrate either proficiency and commitment to the subject (e.g., Chemistry Olympiad) or extra-curriculars that will show you are suited to high-paced and demanding environments such as Oxford or Cambridge (e.g. sports or activities that required significant dedication and skills such as time-management)

4. Be concise and focused: Keep your personal statement concise and focused, with a clear structure and well-defined paragraphs. Finally, proofread your personal statement carefully to ensure that it is free of errors and flows smoothly. Consider asking someone else to read it and provide feedback before submitting your application.

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Ideas to Show Interest Beyond Your A-level Chemistry Curriculum:

You may feel overwhelmed when it comes to searching beyond the A-level course. Chemistry is a huge subject so how do you find the best, most interesting things to read and talk about?

The short answer is you can’t. There is not right or wrong book to read just as there is no right or wrong thing to be interested in. The breadth of most Chemistry courses highlights this very fact – you can be interested in whatever area of Chemistry you want, and its completely okay if this ends up being a different area to your interviewer! In fact, you are more likely to invest time into learning new content, and thus are more likely to effectively demonstrate your skills if you have chosen something you are genuinely interested in. So, don’t spend ages trying to find the ‘right’ area to research but do pursue your actual interests!

Below are just a few examples of ways in which you can engage with chemistry outside of the classroom, but it is by no means an exhaustive list. So, if you find something else that sparks your interest then by all means, go with that!

Books You Could Mention in Your Chemistry Personal Statement:

Why Chemical Reactions Happen – James Keeler*

The Pleasure of Finding Things Out – Richard Feynman

The Most Beautiful Molecule – Hugh Aldersey-Williams

Periodic Tales - Hugh Aldersey-Williams

The Disappearing Spoon – Sam Kean

Napoleon's Buttons – Jay Burreson and Penny Le Couteur

*A very good introduction to some 1st year undergraduate topics but also a pretty big cliché so I would avoid having this as the main book in your personal statement

Chemistry Podcasts:

Chemistry for your life : A podcast helping you understand the chemistry of your everyday life

Chemistry in its element : A weekly tour of the periodic table, from Chemistry World, the magazine of the Royal Society of Chemistry

Chemistry Cayk

Distillations : Uncovering moments in science-related history

Extracurricular Activities For Success in Chemistry University Applications:

UK Chemistry Olympiad

Cambridge Chemistry Challenge (Year 12 only)

Giving a talk at your school’s Chemistry/ Science society

Seek out relevant work experience : If you have any relevant work experience, discuss it in your personal statement. This could include internships, volunteer work, or research assistantships

U2 Tuition’s co-curricular division, Minds Underground, host online specialised research projects, with many Chemistry-related options. Gaining research experience can be a valuable opportunity for school students, offering numerous benefits beyond what is typically learned in the classroom. Visit the Research Experience page for more information!

Applying to Oxford for Chemistry? Here Is What You Should Also Do

If Oxford is your dream destination for studying this fascinating subject, there are some crucial tips to consider. Here's a breakdown of key elements to enhance your chemistry personal statement, especially tailored for Oxford:

1. Embrace Depth and Breadth:

Oxford values not just your depth of understanding in chemistry but also your ability to appreciate its broad applications. Showcase both your passion for specific areas of chemistry and your awareness of its interdisciplinary nature.

2. Highlight Research Awareness:

Demonstrate your awareness of cutting-edge research in chemistry. Mention specific projects, studies, or advancements that have caught your attention, showcasing a keen interest in staying updated on the latest developments in the field.

3. Demonstrate Critical Thinking:

Oxford places a strong emphasis on critical thinking and analytical skills. Showcase instances where you've applied these skills in problem-solving, especially in chemistry-related scenarios.

4. Exhibit Your Intellectual Curiosity:

Oxford seeks students who are not only knowledgeable but also intellectually curious. Share instances where you've gone beyond the standard curriculum to explore your interest in chemistry, such as engaging with advanced books, attending seminars, or participating in relevant extracurricular activities.

5. Discuss Your Future Contribution:

Convey a sense of your long-term vision in the field of chemistry. Whether it's contributing to ground-breaking research, advancing technology, or inspiring future generations, Oxford wants to see your commitment to making a meaningful impact.

6. Make Sure You Personal Statement Is An Exciting Springboard For Discussion At Interview

Oxford places significant importance on the interview process, and your personal statement can serve as a crucial catalyst for engaging discussions during this stage. Craft your statement in a way that prompts curiosity, inviting interviewers to delve deeper into your experiences and viewpoints. Incorporate thought-provoking questions or reflections on your experiences, leaving room for insightful conversations. Showcasing your ability to articulate complex ideas and engage in dynamic discussions will not only demonstrate your readiness for the Oxford environment but also set the stage for a compelling interview experience.

Tailoring your statement with these specific considerations for Oxford will help you showcase your suitability for the challenging and enriching academic environment at the University.

Chemistry Personal Statement Example

Below, we have shared a personal statement example for a chemistry degree application. This is a succinct and focused piece, highlighting experiences from engaging with captivating books and podcasts to participating in the UK Chemistry Olympiad. From sugar plastics to sustainability, each facet contributes to a narrative showcasing the dynamic nature of chemistry and the student’s commitment to making a meaningful impact.

Chemistry captivates me as a subject that blends curiosity and practical understanding. My journey began with Hugh Aldersey-Williams' 'The Most Beautiful Molecule,' a book that provided a captivating exploration of molecular structures. What fascinated me most was the author's ability to unravel the complexities of these structures in a way that felt accessible and intriguing. Aldersey-Williams seamlessly blended scientific detail with a narrative that made me appreciate the elegance hidden within the microscopic world of molecules. This narrative approach to scientific storytelling resonated with me, creating a bridge between the abstract concepts of chemistry and their real-world implications. I enjoy listening to Chemistry podcasts and found the ChemTalk podcast episode featuring Dr. Karen Wooley discussing Sugar Plastics and Sustainability particularly fascinating. Unlike conventional plastics, which contribute to pollution and resource depletion, sugar plastics offer a renewable and biodegradable alternative. Her insights into sustainability, sugars, and their applications in industry resonated with me. This podcast demonstrated the bridge between theory and real-world challenges, showcasing the versatility of chemistry in creating alternative materials and emphasising the practical role of chemistry in addressing global issues. Inspired by Dr. Wooley's work, I undertook a project focused on developing sustainable alternatives to conventional plastics using sugars. Collaborating with peers, we explored the synthesis and properties of sugar-based plastics, aiming to contribute to environmentally friendly solutions. This hands-on project allowed me to witness the tangible applications of chemistry in addressing contemporary issues, reinforcing the importance of sustainable practices within the field. Attending a lecture on sustainability in chemistry further deepened my appreciation for the discipline's potential impact on global challenges. The lecture illuminated innovative approaches and advancements in sustainable chemistry, emphasising the role of environmentally friendly practices in research and industry. What fascinated me was the integration of green chemistry principles, showcasing how the field is evolving to minimise environmental impact and enhance efficiency. This experience broadened my perspective on the practical applications of sustainable practices within the realm of chemistry, reaffirming my commitment to contributing to solutions that align with the principles of environmental responsibility. Participating in the UK Chemistry Olympiad further deepened my understanding of the versatile nature of chemistry, challenging me to apply theoretical knowledge to solve real-world problems. Being a passionate debater, I have also honed my communication and critical thinking skills, learning to articulate complex ideas effectively. Additionally, running my school's Chemistry Society has provided a platform to share my enthusiasm for the subject with peers, organising events and discussions that foster a collaborative and interactive learning environment. These activities showcase my commitment to both academic excellence and fostering a broader understanding and appreciation for chemistry beyond the classroom. These experiences have solidified my passion for chemistry and its real-world applications. Eager to delve deeper, I am motivated to pursue a chemistry degree, driven by a genuine curiosity and a commitment to contribute meaningfully to this impactful discipline.

In conclusion, writing a strong Chemistry degree personal statement requires careful planning, organisation, and attention to detail. A successful Chemistry personal statement should demonstrate your passion for the subject, showcase your academic achievements, highlight your relevant experiences, and emphasise your skills. By following these guidelines and taking the time to craft a well-written and compelling personal statement, you can increase your chances of being accepted into the Chemistry degree of your choice. Remember to proofread your statement carefully, seek feedback from others, and let your unique voice and personality shine through. Good luck with your application!

Are You Looking For an Chemistry Personal Statement Tutor or Support with Your Wider Oxbridge Chemistry Application?

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Our experienced Oxbridge-educated tutors are experts in their field and have a proven track record of success in helping students achieve their goals and gain admission to some of the top universities in the UK. We also offer admissions test and interview preparation for those applying to Oxbridge and also top Russell Group Universities who interview such as Imperial.

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Oxford Chemistry Personal Statement Top Tips

If you have absolutely no idea where to begin, starting to write a personal statement can seem really overwhelming. Add on the extra pressure of applying to Oxford and it can all get a bit much! Don’t let that get into your head though, chemistry at Oxford had, on average, a success rate (that is, applications converted into acceptances of an offer post-results) of 29% so those are pretty good odds!

I can’t claim to have read all of the advice available online about how to write a Oxford Chemistry personal statement but, while I’m sure it’s great, it often isn’t appropriate for those applying to very academic universities, especially Oxbridge. Luckily for those of you applying to study chemistry at Oxford, I’ve compiled all of the very best advice that I received during my application process to make writing your Oxford personal statement much simpler! Read on to find out more…

The first point to consider is: why do you want to study chemistry? 

Now, this may seem really obvious but it’s the answer to this exact question that will form the basis of your Chemistry Oxford personal statement since, at its core, your Oxford personal statement is your opportunity to tell the admissions tutors not only why you wish to study chemistry, but also convince them that you want to study chemistry more than anyone else! What is it about chemistry that particularly interests you? What are your favourite areas? How will studying chemistry help you to achieve your goals post-university?

Think about if you are a suitable candidate for the course too. If you have consulted the University of Oxford website (which hopefully you have), you will have noted that both chemistry and maths A Levels are considered ‘essential’ for admission to this course. This means you will need to be at A* standard in both of these subjects to apply, so ensure that your maths is up to scratch.

Also, consider if you want to only study a single science subject. If you find that you really enjoy all of your A-Level sciences to the point of wanting to continue to study them all, you might want to think about Cambridge Natural Sciences instead.

Justify all your subject interests with examples of how you explored these via an academic extracurricular or reading:

Don’t just say ‘I like chemistry because atoms are cool’ – although hopefully, you wouldn’t put that anyway… Give more information! Talk about why a particular area of chemistry is your favourite or is interesting to you, maybe you did a really fun practical in school or watched an interesting video in class. Then discuss how you acted on this interest, perhaps by watching some online open-source university lectures on the topic to expand your knowledge, going to a talk or even by reading a book.

Think about other, more unusual topics you can write about that will make your Chemistry Oxford personal statement stand out from the crowd. An example of this is that I wrote a significant part of my Oxford personal statement about two academic summer schools that I had attended, the Salters’ Chemistry Camp in year 10 and the Eton College Universities Summer School (aimed at introducing state school students to university-level topics) in year 12. Including experiences such as these tell an admissions tutor that you are really interested in pushing yourself academically and exploring chemistry at a higher level of understanding.

Don’t write too much about your non-academic hobbies

Even though hobbies are a good thing to talk about for other universities, on your Chemistry personal statement, Oxford will be looking at your application almost purely from an academic perspective. That’s not to say don’t include them though! Remember, your Oxford Chemistry personal statement must be applicable to all the universities you apply to, as you submit the same personal statement to each one.

As well as this, Oxford will be looking for well-rounded individuals who have acquired skills such as time management, resilience and perseverance, often developed through sports, music and qualifications such as the Duke of Edinburgh’s Award. As a rough rule of thumb, you should be looking to dedicate at least 80-90% of your Chemistry Oxford personal statement to academics, and the rest can be hobbies and extracurriculars.

Start prepping and writing early!

Your Oxford Chemistry personal statement is not a particularly long piece of writing, but there is a lot to include! Even though ideally you will have been doing everything you include in your Oxford Chemistry personal statement anyway because it’s something you are doing because you’re passionate about your subjects, it doesn’t always work out that way. If you have to read an extra book or two to demonstrate the points you are making, that’s okay, but I would urge you to ACTUALLY DO everything you mention in your Chemistry personal statement – Oxford admissions tutors may ask you about it in the interview!. You definitely need to be thinking about it before you get to year 13, ideally by the summer of year 12, for example, I did around 6 or 7 drafts of my Oxford personal statement before I was ready to submit it!

Have mentors you trust look over your Oxford Chemistry personal statement for you

Getting someone else’s perspective on your Chemistry personal statement is essential. Ideally, this should be someone who has helped Oxford candidates before, but if not, an adult familiar with the university application process (and better still, a scientist) e.g. one of your teachers will do. Make sure to thank them for their help!

Finally, keep the character limit in mind

There is a 4000 character limit on your personal statement, and that limit includes spaces!

I said earlier that this is not a long piece of writing, and I meant it. My Chemistry Oxford personal statement was JUST under the character limit (as yours will end up being too) and those characters come out to only 611 words! This means your writing should be as concise as possible, with no waffling, nothing that isn’t directly relevant to the point you are making, and no long fancy vocabulary as it is character count that matters, not words. There is a personal statement builder on the UCAS website which you can use to check your character count, as some word processors will count spacing and paragraph spaces differently. Try to strike a balance in terms of the number of paragraphs you use, as making new paragraphs wastes precious characters, but one big block of text isn’t very appealing to the reader!

And that’s it on my advice! Take it all into consideration, but remember that you don’t need to eat, sleep and breathe your subject to the point where it’s unhealthy in order to get into university. That’s not what Oxford is about (no matter what the internet might tell you) and you are allowed to (and should – especially at school) have hobbies. Don’t forget that university is about becoming a well-rounded adult ready to tackle the world of work! I hope you find all of this advice helpful when writing your Oxford Chemistry Personal Statement.

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Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

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Personal statement for PGCE secondary

If you want to teach children aged 11 and over you'll need to apply through the Department for Education's (DfE) Apply for teacher training service

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE secondary

I became interested in teaching after realising how much I had benefited from excellent and passionate teachers. They exuded a real sense of enthusiasm for learning, which inspires me to pass on that passion.

My love for computing developed during my A-levels after discovering an aptitude for programming and networking. This drove me to study more, going on to gain a 2:1 in BSc Computer Systems and Network Engineering from the University of England. Studying at university developed my passion for computer sciences and taught me a range of transferable skills that I believe are fundamentally important to teach young people. This is demonstrated in my dissertation, which was awarded a first, investigating The Internet of Things (IoT) and how it can help shape educational establishments of the future.

While at university I decided to volunteer as a teaching assistant in a mainstream school. By my final year I was able to take responsibility for running activities in the classroom, balancing the needs of each child and managing behaviour issues. In addition, I regularly helped run the lunchtime computer club. In working with more vulnerable students such as SEN learners I saw the role played by support staff in maintaining control of the classroom, particularly with those who can be disruptive when under stimulated. I learned the importance of differentiating lesson plans to educate and engage students with special needs and the power of strategies such as a well thought out seating plan and friendly competitiveness in learners. I saw students develop within the classroom as a result of my determined support and these good working relationships are beginning to result in higher grades. I have liaised well across several departments to communicate information about students in an organised and diplomatic way.

One highlight was when I supported a young person with ADHD who attended computer club. They had been struggling to remain focussed and on task in class but were able to focus well when completing tasks on a computer. As a result, they suffered from poor behaviour, disengagement and low self-esteem. I negotiated with some class teachers to allow this pupil to use a tablet during their lessons. The pupil could then access any PowerPoint presentations being delivered to enable them to go back and reread specific slides. They could also access links to visual resources to enhance their understanding of the subject being taught. Homework was posted online for them to complete and submit electronically. This was such a success that the school invested in more tablets to be used by a range of students across the school. This further inspired me to want to become a teacher to enable me to support others who may be facing barriers to learning that could be tackled through the introduction of technology.

To support my professional development further I undertook short work placements in two other schools. Volunteering in Key Stages 1 and 2 confirmed my desire to teach Key Stages 3 and 4. I became aware of the many demands placed upon teachers and their time and I believe that the project management, communication and problem-solving skills gained during my degree will be invaluable assets within the classroom and beyond. I was exposed to a range of pedagogical models and teaching methods, which is something I look forward to learning more about on a PGCE.

One of my hobbies is to make short films about how to use different forms of technology and software packages. I post these on YouTube as instructional videos. These have proved to be very popular and I am considering how I can use this type of activity to benefit the students I teach. One option is to support students to create their own videos to help deepen their understanding of a subject, which they can then choose to upload to the school's virtual learning environment to aid their peers if they wish.

During school placements I witnessed the challenges and rewards present in a school environment. Teachers need to be resilient particularly when working with students who find school difficult, do not want to engage and do not want to accept support. However, I look forward to working in the education system and believe I could help and inspire students to develop their future aspirations.

While researching for my dissertation I spoke with secondary school teachers about the challenges their students faced and one that came up often was digital poverty. In many inner-city schools, pupils do not always have access to up to date and reliable computer technology to allow them to keep up with the advances in technology that they’ll face when seeking employment. One of my aims would be to investigate how the use of integrated technologies, as well as fostering links with local companies and the community, could result in a cost-effective solution allowing all students equal access to computer technology.

Technology has become its own form of literacy due to its prevalence in everyday life. Numerous careers use at least one aspect of Microsoft Office or Google Drive daily; balancing budgets on spreadsheets, creating slides to be presented, or attaching documents to emails to communicate important information. Allowing students to learn and refine these skills prepares them for life beyond the classroom.

With technology being present in many classrooms, and not just to teach computing skills, the introduction of the IoT could enhance learning activities even more. It could provide improved connectivity, introduce artificial intelligence and virtual reality to the learning environment as well as cloud computing platforms. I am excited about the future of education and how I can be an active part of it.

When writing your personal statement, you need to include:

• What inspired you to choose teaching.
• Why you wish to teach at secondary level.
• Your knowledge of the pressures and rewards of teaching.
• The personal qualities and skills that will make you a good teacher.
• How you might contribute to the wider school environment such as running extra-curricular activities and clubs.
• Any experience of working with children and what you learnt through doing this.
• Evidence of your knowledge related to the subject you hope to teach.
• Any relevant work or unpaid experience.
• Your degree, degree modules and dissertation topic where relevant.
• Any relevant skills, hobbies and achievements.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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How to write a teacher personal statement

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

What experience do you have?

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Are you engaged in teaching theory and research?

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

Are you up to date on safeguarding statutory guidance?

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

What are your skills and qualities?

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

How can you contribute to wider school life?

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

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Teaching personal statement (chemistry)

• Reading time: 4 minutes
• Price: Free download
• Published: 9th July 2019
• Word count: 1085 words
• File format: Text

A great teacher is like a great artist who uses basic tools to transform raw materials into valuable assets of society. However, great artists may not have the best tools or best skills – they are recognized because of their passion and their unique perspective of the world. Great teachers are not just ones who transmit information, teach skills, and help students earn the best grades. They are those who share their passion for knowledge and curiosity with their students, inspire the students’ creativity, develop their critical thinking ability, and prepare them for the complex world they will face after stepping out of campus. Teaching is part of the process in discovery and it also provides an opportunity to learn, where knowledge and critical thinking are shared by teachers with their students, and enthusiasm and creative ideas are shared by students with their teachers. Reflecting on my own experience as student, I am truly inspired by the good role-model of my mentors and hope to relay this process to the younger generation and to influence their lives through my teaching and advising.

My undergraduate major is in chemical education, which provides me fundamental pedagogical principles to engage and guide my future teaching practice in undergrad levels. For classroom teaching, my goals are not only to give clear and insightful lectures, but also to motivate students’ enthusiasm and encourage discussion and interaction in the lectures. This provides students the skills in communication, critical thinking and problem-solving, which are necessary training to pursue future professional careers. For mentoring student research, my goal is to guide them in research lab and motivate the students to give their best efforts. As students come in with different background and interests, I will provide them with the freedom to explore and to think about problems in new ways. In the mean time, I will also actively engage in their projects and guide students’ discoveries. The value of research advising is so rewarding because we continue generating new ideas during the discovery process and push forward the research.

Teaching Experience

I have gained valuable experience as a teaching assistant at Iowa State University to lead recitation sections for General Chemistry lecture twice a week.(1998-1999) This was my first time teaching college students, facing a new culture and using a foreign language. I was very excited, but at the same time a little nervous. Because I was trying my best, showing genuine enthusiasm for the course material and caring about the students as individuals, I got excellent feedback from the freshmen students. One student even wrote a long letter attached to the last page of the homework assignment and expressed his gratitude to my teaching which had extended his horizons in pursuing science.

I moved on to be a postdoctoral associate At ETH Zurich, Switzerland (2003-2005) and 30% of my time was devoted to teaching, including recitation, project design, testing and grading. I taught four semesters in General Chemistry, Advanced Spectroscopy, and Thermodynamics. In Europe, their education system is different from US system. Teaching responsibility is heavy and involves various aspects of teaching, not only just serving as assistant for grading and recitation, but also required to design a mid-term exam as well as small project study. At that time, I was facing another challenge that most of the classes were taught in German, their official language at school. I managed to learn my third language German while teaching small classes in English, grading and giving exam in German. I noticed, in China and US system, most of the exams were given as multiple-choice format. Sometimes students just memorize material instead of learning it. However, in Switzerland, students were encouraged to show their logistic thinking and how to deduce the conclusion from what they understand. I am grateful that I have experienced different culture of educational systems and I believe this will help me to incorporate the advantages and avoid pitfalls in developing my teaching strategies.

During my years as Assistant Professor at Emory, I also served as ad hoc facilitator teaching Biomedical Engineering (BME) undergrad course Problem Based Learning (PBL) at Georgian Institute of Technology (2011-2012). PBL represents a paradigm shift from traditional classroom/lecture teaching to student-centered pedagogy in which students learn about a subject through the experience of solving a problem. I found this type of small classroom discussion is very engaging, which can identify the talents and potential of individual students. Until now I still stay connected with some of the students in my classes and have written recommendation letters for three female students. One was accepted by Stanford Medical School, another was admitted in SMART Defense Scholorship. The most rewarding part as a professor is to observe the development and the success of my students.

Throughout the past nine years at Emory Univ., I have helped advising and mentoring several students with different levels of educational background in research projects. Like good medical care, teaching is a deeply interpersonal interaction; computers and other instructional technology may enhance it, but they will never supplant it. The basic human connection between mentor and student is an integral part of teaching. And while students may acquire facts and information from technological sources, they acquire authentic knowledge and ultimately wisdom from teachers. All in all, I believe I possess the assets necessary to succeed as both a teacher and an advisor.

Teaching Interest.

My multidisciplinary background and research experience enable me to teach a broad range of courses at the undergraduate level in Chemistry. I have extensive knowledge of general chemistry , advanced spectroscopy, physical chemistry and analytical instrumentation. Also, as a biomedical nanotechnology researcher, I am able to lecture on subjects like inorganic chemistry, biochemistry, biosensors and nanodevices, analytical chemistry, and molecular imaging. I learned from my own experience that crossing boundaries between physical science and biomedical engineering is very prolific. I can envision myself teaching an interdisciplinary course for a pool of students from a variety of backgrounds.

I will try to keep the atmosphere in my classrooms warm and light, even when the material is abstract and sometime intimidating. Chemistry is not words and symbols on a chalk board, it is seeing chemistry and doing chemistry. The world around us is chemical and we ourselves are constructed of chemicals. It is this integration of chemistry and life that I seek to communicate to my students. My teaching goals are to inspire students to do their best and to inspire them to develop a curiosity about the world in molecular terms

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Chemistry personal statement example 17.

The realisation I wanted to study Chemistry at degree level came with my growing appreciation of its contribution and significance in shaping modern society, coupled with an increasing interest in the subject as my knowledge and understanding have developed. I find the hands-on aspect of Chemistry to be the most stimulating and I relish the prospect of spending time in world class university laboratories reinforcing and developing the concepts I study.

This past school year has been the most exciting. Explanations of electronic configuration, VSEPR theory and oxidation states have superseded simpler models from GCSE level and I look forward to degree level Chemistry where I will study more advanced models that are a closer approximation of the truth. I have found new concepts of organic synthesis and mechanisms particularly intriguing, principally for their application in the pharmaceutical industry.

Following the medicinal chemistry and drug review procedure topics discussed in public lectures at Nottingham University, celebrating the International Year of Chemistry, it was fascinating to witness industrial scale synthesis of drugs at an MSD production plant. The prospect of the extensive range of useful, fulfilling career options as a Chemistry graduate, perhaps in research, the pharmaceutical industry or in the patent field is enticing.

As a scholarship pupil I have worked hard to maintain high academic standards. My choice to study Biology and Maths at A2 level (with AS Further Maths) was influenced by my enjoyment of both, but also by the recognition that Chemistry has a uniquely wide span within the scientific spectrum and important interfaces with both subjects, such as biological polymers and statistics.

I recently attended a five day Headstart Chemistry course at Newcastle University. I was particularly excited by the scale of the laboratories and the chance to use an extensive array of chemicals and equipment. I enjoyed carrying out undergraduate level practicals and using apparatus such as a rotary evaporator for the first time. Having learnt the theory behind Proton NMR spectroscopy at a Cambridge masterclass, it was enlightening to witness a Proton NMR analysis of one of our samples and to carry out my own IR spectroscopy, bringing theory previously confined to textbooks to reality.

I relish opportunities to develop my understanding beyond the A2 syllabus, such as reading of Keeler and Wothers’ ‘Why Chemical Reactions Happen’, the RSC commissioned ‘The Chemical Element – Chemistry’s Contribution to our Global Future’ and partaking in the academic stretch and challenge online Cambridge Chemistry challenge and the RSC Online Olympiad.

Within school I am a prefect and a member of the Community Action group; positions giving me greater responsibility within the school and local community, which I welcome and enjoy. I am currently working towards Gold DoE, which encouraged me to work in a local museum, where a family tree research project has honed my data collection and organisational skills. As a member of the Scout Association for eleven years I have experienced a range of challenging activities, such as walking and canoeing expeditions, which have enhanced my communication skills, perseverance and teamwork.

To relax, I am an avid reader of Fantasy and Science-Fiction, and play the flute, piano and saxophone. Playing competitive badminton for seven years has taught me the importance of teamwork and maintaining composure under pressure. Having qualified as an England Youth Badminton Leader, I now assist coaching junior members of my club. I am very keen to develop my musical and sporting interests at university.

I look forward to fully engaging in all aspects of university life, but as anyone who knows me well will testify, my ultimate focus is the course and I believe I have the necessary determination, application, attitude and skills to be a successful student.

Profile info

This personal statement was written by TKMaximus for application in 2012.

TKMaximus's university choices Cambridge University University of St Andrews

Green : offer made Red : no offer made

Degree Chemistry at The University of Durham

TKMaximus's Comments

I am pleased with the way this turned out, it worked well as I received 4 conditional offers from Durham, St Andrews, York and Warwick and an interview at Cambridge (pooled then rejected). Just missed offer for firm choice Durham, but still accepted.

This personal statement is unrated

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• CV Examples
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The Best Chemistry Teacher CV Example [+ 2024 Guide]

Are you looking to write your perfect Chemistry Teacher CV?

A career in teaching chemistry can be both rewarding and fulfilling, but in a competitive job market, it’s crucial to present yourself effectively to potential employers. Your CV is your first opportunity to make a positive impression, so it’s vital to get it right.

In this comprehensive guide, we’ll take you through the steps to create a compelling CV that highlights your qualifications, experience and achievements. We’ll provide you with valuable tips and real examples to help you craft a CV that stands out.

Ready to embark on this journey towards your dream teaching position? Let’s get started!

• Chemistry teacher CV example
• Download CV template (Word format)

How to format your CV

• How to write a perfect CV (a step-by-step guide)
• Personal profile statement example
• Duties to add to your CV
• Useful skills to add to your CV
• Tips on making your CV more effective

Ethan Martin

57 New Street York RG8 5DL Mob: 079 4212 3332       Email: [email protected]

I have enjoyed an extensive career teaching secondary school students Chemistry, which has allowed me to gain substantial knowledge and expertise in educating young adolescents. Not only am I highly educated in the Sciences, but my years of teaching have vastly improved my teaching abilities. I also believe that my friendly personality and calm temperament are very harmonious with the requirements of a good teacher. My communication skills are excellent; as are my interpersonal skills—which are useful during interactions with students, parents and school administrators alike. Given my teaching track record and my consistently competent performances; I am confident that I would be a valuable asset to any educational institution.

• Graduated with a 1:1 Honours Degree from Cambridge University
• A longstanding member of the Royal Society of Chemistry which promotes and supports the education of Sciences in the UK

Relevant Modules:

• Inorganic, organic and physical chemistry
• Theory and Practice of Chemotherapy
• Bioactive Natural Products
• Modern Methods in Drug Discovery
• Chemical Process Technology and Design

Main duties performed:

• Teaching students from 11-16 years old the Sciences (Physics, Biology, Chemistry)
• Assisting pupils in meeting grade targets
• Working alongside my colleagues to provide consistent education for all students
• Regularly performing experiments and teaching students how to replicate the experiments under safe conditions
• Writing and marking examination papers
• Marking homework, quizzes and tests weekly
• Educating students on the health and safety regulations in a lab
• Responsible for creating and designing PowerPoint presentations weekly for each individual class on varying subjects
• Reporting back to school administrators on the progress and behaviours of all the staff in my department
• Responsible for creating booklets and worksheets for my students to work on
• Liaising with school administrators on matters of concern
• Contributing to extra-curricular activities in the department
• Assisting in the running of the Science Club
• Responsible for the expenditure of laboratory equipment
• Organising and delivering training sessions
• Reporting to superiors and the Head of Sciences on any concerns I have about students
• Organising the lab inventory regularly, and ensuring nothing was lost or stolen
• Keeping the laboratory tidy
• Washing and cleaning all the lab equipment which was used during lessons
• Helping students with any queries they have during classes
• Assisting the Chemistry teacher with any tutorials and experiments in front of the class
• Marking students’ homework
• Printing out any worksheets and booklets which are needed for class
• Working with students on both an individual and group basis on activities and workbooks
• Monitoring students’ work performance
• Undergone Initial Teacher Training (ITT)
• Passed Skills Tests for Numeracy, Literacy and Science annually
• Achieved Qualified Teacher Status (QTS)
• Attended and emerged successful in the annual workshops run by the school
• My interpersonal and communication skills have improved immensely during the course of my long-running career, such that I can confidently interact with students, parents, fellow colleagues and my superiors alike.
• I am highly methodical and have steadfast standards of organization—these strict guidelines I set myself to ensure that my teaching plans and marking schedules are often meticulous.
• My punctuality and attendance rates are ideal for a professional
• I am a caring and compassionate person who always goes beyond the call of duty to ensure my students are successful and thriving academically.
• I am capable of dealing with troublesome students in a calm, professional way without losing my temper

Outside of class, I like to spend quality time with my family on days out, especially visiting museums and art galleries. I’m also a member of the “Crazy about Science” club, which holds competitions and exhibitions regularly on a national scale.

What makes this CV good and effective?

• The personal details section is concise, including the candidate’s full name and contact information. It does not contain any irrelevant personal details such as marital status, date of birth, nationality, health information, religious or political affiliation or photographs. This omission ensures that the CV remains focused on the candidate’s professional qualifications and suitability for the teaching role.
• The personal profile effectively summarises the candidate’s passion for teaching Chemistry, their years of experience and their commitment to fostering a love for the subject in students.
• The CV is well-structured with clear headings for each section, making it easy to navigate. This is essential as employers spend less than 30 seconds ready each CV .
• The work experience section is tailored to the teaching role, highlighting relevant positions held in the past and specifying the duration of each. It provides a detailed breakdown of all their responsibilities and achievements, giving employers a better picture of their skills and abilities.
• Overall, this CV is effective because it presents the candidate’s qualifications, achievements and teaching experience in a clear and compelling manner, while adhering to best practices for CV formatting and tailoring to the job.

Download CV template

• Save time and effort
• Guaranteed correct CV structure
• Word document (.docx) format
• Fully customisable

How to save your CV as a PDF document:

• Click on File > Save As > Select “PDF” from the drop-down menu.
• Use clear headings: Utilise clear, bold headings for each section of your CV, such as “Personal Profile” “Professional Experience” and “Education.” This makes it easy for the reader to navigate your document. Use a larger font size for the headings (e.g. 16pt) than the main text (e.g. 12pt) of your document. As in the example above, you may also use minimal design features such as horizontal lines to make the headings stand out further.
• Chronological order: Present your work experience and education in reverse chronological order, starting with the most recent. For example, your latest chemistry teaching position should come first. Why adopt this format? Because it ensures that the employer will see your most recent, significant and relevant qualifications and work experience first.
• Professional language: Write in a professional, formal tone, avoiding colloquial language or slang. Use action verbs to begin your bullet points, such as “Developed”, “Managed” or “Instructed.”
• Quantify achievements: Include quantifiable achievements, like “Improved A-level chemistry exam pass rates by 15%,” to demonstrate your impact as a competent and effective chemistry teacher.
• Highlight technology skills: Emphasise your proficiency in using educational technology and software, like interactive whiteboards or online teaching platforms.
• Consistent formatting: Ensure consistent spacing, alignment and formatting throughout your CV. A well-structured document conveys professionalism.

How to Write a Chemistry Teacher CV

Personal details.

In the first section of your CV, you need to provide essential information about yourself to potential employers.

It should include your full name, contact details such as your phone number and email address, and your address, including the town and postcode.

This section is important as it allows employers to easily reach out to you for interviews and other communication.

• Grace Lewis
• 78 Fulham Road Birmingham B4 3ZZ
• Mob: 07987 654 321       Email: [email protected]

Profile statement

Next, you need to write a compelling profile statement.

A personal profile statement is a brief, powerful introduction that tells potential employers who you are and what you can offer.

It’s vital as it’s the first thing employers often read, and it should briefly highlight your skills, experience, and your enthusiasm for the role you’re applying for.

Related: How to write a personal profile statement (with examples + tips) .

Chemistry teacher personal profile example:

Experienced chemistry teacher with over 8 years of dedicated teaching in secondary education. Proven track record in improving student exam scores by 20% through innovative teaching methods and fostering a passion for chemistry. Committed to creating engaging learning environments and nurturing the next generation of scientists.

Achievements and awards

In the achievements and awards section of your CV , you showcase the key accomplishments and recognitions that demonstrate your excellence in your career, education or life in general.

This can include awards received, promotions earned, exceptional grades and any notable successes that highlight your skills and dedication in your field.

It’s a valuable section for making a strong impression on potential employers and highlighting your successes.

• Attained the ‘Outstanding Teacher of the Year’ award for exceptional teaching performance.
• Raised £3,000 for a local charity through a school-sponsored event.
• Achieved a first-class honours degree in Chemistry from the University of London.
• Volunteered as a mentor for struggling students, helping them achieve better grades.

Employment and work experience

The employment section of your CV outlines your work history, detailing your previous job positions, the companies you’ve worked for, the dates of employment and your key responsibilities and achievements.

The type of jobs you can include here encompasses any relevant positions, both full-time and part-time, paid or unpaid, internships and work placements that directly contribute to your qualifications for the role you’re seeking.

As long as the roles have equipped you with transferable skills, relevant experience or notable accomplishments that demonstrate your suitability for the position, they should be included in your employment section.

Related: How to Write the Employment History Section of a CV (+ Examples) .

Main duties and responsibilities performed:

• Delivering engaging and comprehensive chemistry lessons for GCSE and A-level students.
• Designing and implementing innovative teaching methods to enhance student understanding and enthusiasm for the subject.
• Assessing student performance through regular tests and exams and providing constructive feedback.
• Participating in departmental meetings to develop the chemistry curriculum and educational strategies.
• Supervising and supporting chemistry-related extracurricular activities.
• Maintaining accurate student records and academic progress reports.

Chemistry teacher duties to add to your CV

• Planning and delivering engaging chemistry lessons, ensuring alignment with the curriculum and learning objectives.
• Creating and implementing effective teaching strategies to cater to diverse learning styles and abilities.
• Providing continuous assessment of student progress and offering constructive feedback for improvement.
• Developing and maintaining a positive and inclusive classroom environment to promote effective learning.
• Integrating technology and modern teaching tools into lessons to enhance the learning experience.
• Organising and supervising practical experiments and laboratory work to reinforce theoretical concepts.
• Collaborating with colleagues to develop and refine the chemistry curriculum and teaching materials.
• Participating in parent-teacher conferences and meetings to discuss student performance and address concerns.
• Offering additional support and guidance to students during revision and exam preparation.
• Staying updated on the latest developments in the field of chemistry and integrating relevant knowledge into teaching practices.

When crafting the education section of your CV, you should list your qualifications in reverse chronological order, starting with the most recent qualification.

You should typically include your university degrees, A-Levels, GCSEs, diplomas or any other relevant academic qualifications. However, if you’re highly qualified, for instance, if you have an undergraduate or postgraduate degree, you don’t need to include irrelevant school-level or even college-level qualifications such as GCSEs or A-Levels.

This section helps potential employers understand your educational background and the qualifications that make you suitable for the job.

Subjects Studied:

• Inorganic Chemistry
• Organic Chemistry,
• Physical Chemistry
• Analytical Chemistry
• Quantum Chemistry
• Biochemistry

Qualifications & training

This section of your CV is dedicated to listing any additional training, certifications or qualifications that further support your suitability for the job, beyond your formal education and degrees.

Include any relevant teaching certifications or qualifications, such as a PGCE (Postgraduate Certificate in Education).

• PGCE in Secondary Education – University of Manchester
• QTS (Qualified Teacher Status) – Department for Education (DfE)
• Certified Chemistry Teacher – Royal Society of Chemistry
• Safeguarding and Child Protection Training – NSPCC
• Enhanced DBS (Disclosure and Barring Service) Clearance – UK Government
• Health and Safety in the Classroom – National Union of Teachers (NUT)

Skills and abilities

The skills section is where you highlight the specific abilities and qualities that make you an effective educator.

It should contain a mix of technical skills like subject expertise in chemistry and the ability to teach effectively, as well as soft skills such as communication, classroom management and adaptability.

For example, you can include skills like curriculum development, student engagement, laboratory management, effective communication, and assessment and evaluation to demonstrate your competency in both the subject matter and teaching methodologies.

Read more: The best skills to add to your CV to impress employers (50+ examples) .

• Student engagement: Proven ability to create interactive and engaging lessons, resulting in a 15% increase in student participation and interest.
• Effective communication: Strong communication skills demonstrated in clear explanations of complex Chemistry concepts, leading to improved student comprehension and learning outcomes.
• Practical laboratory skills: Proficient in organising and supervising practical experiments, ensuring safety and reinforcing theoretical concepts.

10 useful chemistry teacher skills to add to your CV

• Curriculum development: Designing educational materials and lesson plans that align with the Chemistry curriculum.
• Assessment and evaluation: Designing and grading assessments to track student progress and provide feedback.
• Classroom management: Maintaining a positive and disciplined learning environment that promotes effective teaching.
• Technological integration: Incorporating educational technology to enhance the learning experience.
• Safeguarding and child protection: Ensuring the safety and well-being of students through awareness of safeguarding practices.
• Subject knowledge: In-depth understanding of chemistry concepts and principles.
• Time management: Efficiently managing classroom time for effective learning.
• Organizational skills: Managing course materials, records and resources efficiently.
• Conflict resolution: Resolving conflicts and maintaining a positive classroom environment.
• Professional development: Commitment to ongoing learning and staying updated on educational trends and best practices in chemistry teaching.

Hobbies & interests (optional)

The hobbies and interests section of your Chemistry teacher CV offers a glimpse into your personality and outside interests.

It should contain hobbies and activities that reveal your well-rounded nature and qualities that may benefit your teaching, such as a passion for science-related hobbies, involvement in community organisations, or interests that demonstrate your commitment to personal growth.

For example, you can include hobbies like amateur chemistry experiments, volunteering for science outreach programs or even being a member of a local astronomy club, as they showcase your enthusiasm for the subject and your dedication to fostering a stimulating learning environment.

Related: Best hobbies and interests to add to your CV to make it stand out .

Professional references

The references section of your CV provides contact information for individuals who can vouch for your professional qualifications and character, typically including names, positions, and contact details, so potential employers can verify your credentials.

Your referees can include former employers, colleagues or mentors who are familiar with your work and can provide insights into your suitability for the job you’re applying for.

It’s highly recommended to ask for permission from your referees before listing their contact information on your CV, ensuring they are willing and prepared to vouch for you when contacted by potential employers.

Read: How to write references on a CV (and should you include them?) .

Note: If you do not wish to disclose your references on your CV, you should write, “References are available upon request.”

Tips to make your CV more effective

• Highlight key achievements: Showcase your accomplishments, such as improving student performance or receiving teaching awards. If you haven’t already, create a dedicated “Achievements” on the first page of your CV and mention your proud accomplishments there.
• Tailor for each role: Each role is different and so is each employer. Customise your CV for specific teaching positions, aligning your qualifications with the job requirements. For example, if you’re applying for a chemistry teacher role at a secondary school, emphasise your experience in teaching adolescents.
• Incorporate relevant key words: Include industry-specific keywords like “STEM”, “curriculum development”, and “lab management” to make your CV more searchable by employers using applicant tracking systems. Using the same key words as the job advert also makes your CV appear more targeted.
• Include student success stories: Provide examples of students’ success stories, such as pupils achieving higher grades or winning science competitions under your guidance.

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Talented 12: Chemical & Engineering News announces its 2024 rising stars in chemistry

FOR IMMEDIATE RELEASE

WASHINGTON, May 17, 2024 — Chemical & Engineering News (C&EN), an independent news outlet of the American Chemical Society (ACS), has unveiled its annual Talented 12 list. The list highlights early-career researchers in the chemical sciences who are fearlessly tackling difficult global problems. These intrepid innovators in chemistry are featured in the May 13/20 issue of C&EN; read about the impressive class .

Using a rigorous review process, a group of C&EN editors and staff selected this year’s Talented 12 from an array of nominations, which came from peers, supervisors and self-nominations. The world-changing work by this year’s group includes research with a variety of applications from making better batteries to developing new drugs to tackling climate change.

Below is the list of 2024’s Talented 12 class.

Chibueze Amanchukwu , University of Chicago This electrochemist invents new electrolytes to boost batteries.

Ahmed Badran , Scripps ResearchThis synthetic biologist evolves proteins to tackle global challenges like climate change.

Rachel Carter , U.S. Naval Research Laboratory This mechanical engineer makes batteries safer and more sustainable.

Rob Dennis-Pelcher , The Goodyear Tire & Rubber Company This materials scientist scouts out technologies to improve tire performance and sustainability.

Samantha M. Gateman , University of Western Ontario This analytical chemist studies metals at the atomic level to prevent corrosion.

Alisha Jones , New York University This biophysical chemist pairs computational and experimental tools to unravel RNA structure.

Outi Keinänen , University of Alabama at Birmingham This radiochemist tracks how microplastics move through the body.

Sarah Lovelock , University of Manchester This biological chemist streamlines oligonucleotide synthesis.

Jesus Moreno , Bristol Myers Squibb This medicinal chemist designs and develops targeted protein degraders.

Nako Nakatsuka , Swiss Federal Institute of Technology (EPFL) This neurotechnologist integrates aptamers and transistors to monitor brain chemistry.

Michael Skinnider , Princeton University This computational chemist combines mass spectrometry and machine learning to uncover metabolites.

Julian West , Rice University This organic chemist harnesses the catalytic power of iron with light.

“Each of these chemists is doing important work, contributing to positive changes in our health, societies and environment,” says Nick Ishmael-Perkins, C&EN editor in chief. “They are also, all of them, compelling personalities, demonstrating that science takes talent and creativity as much as it does rigor and expertise. These are exactly the kind of stories of inspiration that C&EN wanted to showcase when it started the Talented 12 feature ten years ago.”

Members of the Talented 12 will speak about their work and their journeys during a symposium on Aug. 19 at ACS Fall 2024 in Denver. If you are interested in obtaining headshots of any of the Talented 12, please contact newsroom@acs.org .

Do you know a talented chemist who fits the Talented 12 bill? Nominate someone to be considered  as a member of next year’s Talented 12.

The American Chemical Society (ACS) is a nonprofit organization chartered by the U.S. Congress. ACS’ mission is to advance the broader chemistry enterprise and its practitioners for the benefit of Earth and all its people. The Society is a global leader in promoting excellence in science education and providing access to chemistry-related information and research through its multiple research solutions, peer-reviewed journals, scientific conferences, eBooks and weekly news periodical Chemical & Engineering News . ACS journals are among the most cited, most trusted and most read within the scientific literature; however, ACS itself does not conduct chemical research. As a leader in scientific information solutions, its CAS division partners with global innovators to accelerate breakthroughs by curating, connecting and analyzing the world’s scientific knowledge. ACS’ main offices are in Washington, D.C., and Columbus, Ohio.

To automatically receive press releases from the American Chemical Society, contact newsroom@acs.org .

Note: ACS does not conduct research, but publishes and publicizes peer-reviewed scientific studies.

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PERSONAL STATEMENT EXAMPLE Chemistry Personal Statement

Submitted by Hodan

Get a gold-standard education at Leicester University (REF 2023).

Gain hands-on experience, transferable skills, and exciting career prospects with a degree in Chemistry.

Chemistry Personal Statement

From Physical to Organic, Chemistry is a subject which allows us to interact with the world at a molecular level. The universal breadth of Chemistry and how it relates so smoothly to other Sciences has fuelled my passion into it. From thermodynamics to learning about the synthesis of drugs and their use in the body, Chemistry is everywhere.

Reading select chapters of Why Chemical Reactions Happen has helped develop my understanding of Physical Chemistry. In kinetics, for example, I was intrigued by how mechanisms could be solely determined by their rate equations allowing us to distinguish whether the mechanism is SN1 or SN2. In my spare time, I’ve researched into free radical chemistry and how climate change is impacting the Earth’s atmosphere. From this, I wrote an essay on how the composition of the atmosphere changes over time, which discusses the mechanism of free radical decomposition of ozone.

Knowledge gained through my other A-Level subjects has all fed into my understanding of Chemistry. Participating in extension maths classes – where we solve MAT and STEP problems – has improved my problem-solving skills. I applied these skills alongside my understanding of AS Chemistry to tackle questions which went past the scope of my syllabus during 2017’s C3L6, which required us to visualise and manipulate complex molecules in 3D. This challenge gave me an insight into the complexity of what degree level Chemistry ensues, and I received a Bronze award for my efforts.

Studying Computational Chemistry during a summer school at UCL , my eyes were opened to how experiments can be monitored through visualisation of molecules using computational modelling. I worked with scientific researchers using VMD, and we studied simulations of potassium channels and how they moved in cell membranes. Computational modelling in Chemistry is an incredibly powerful technique, and I am very interested to learn more about it at University.

The Experience Cambridge Summer School gave me an insight into the work of a PhD student. I was intrigued by her research into a relatively new part of Chemistry, DNA Origami, and how one long strand of DNA and one shorter strand can bind complementarily to form different structures from DNA. From more fun applications like smiley faces to making protein channels in cell membranes. I was required to create a Nano-device that applied DNA origami. Using my knowledge of cell membranes and channel proteins, I came up with the idea to make a chloride channel. This could have medicinal applications, for instance, it could aid sufferers of Cystic Fibrosis as they have abnormalities in the function of chloride channels. Relating this project to Computational Chemistry, I used the protein database online to find the channel and then used VMD to create a model of what it may look like.

Studying analytical techniques in school taught me how to distinguish the bonds present in a molecule and how to use that information to infer its structure. Synthesising Caffeine at the University of Bristol gave me the chance to use IR and apply these techniques, identifying the functional groups present in the drug to check that I had synthesised the correct product. Using an IR spectrometer showed me first-hand how Chemists can interact with the world at the molecular level. I thoroughly enjoyed the challenge of synthesising caffeine, followed by challenge of product analysis.

Outside of my studies, I volunteer every Saturday with Oxfam. The role requires effective time management and being able to work well with others. In my spare time, I enjoy participating in Bridge tournaments.

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