Over the years, I’ve had the pleasure of working with some truly outstanding subject captains – students with real character, commitment, and a desire to make a meaningful difference. Some have gone above and beyond, leading lunchtime clubs with carefully prepared resources and offering support to younger students in a way that genuinely impacts the department. (Shout out to Tom Scott, whose memorable efforts still stand out.)
But not every experience has been so positive. The low point? A subject captain during the post-Covid period who contributed nothing yet still had the cheek to mention the role on their UCAS personal statement. Hopefully, any discerning interviewer would spot the discrepancy between title and tangible contribution.
So how can we tell who really wants the role – not for prestige or personal gain, but out of a sincere desire to serve and grow?
I began by writing a job description, as one would for a formal position. To my surprise, this didn’t deter many applicants.
This year saw more applications than ever before. At first, the idea of selecting from such a large pool seemed daunting. I considered the easy option: picking one at random. But that felt like a disservice – not just to the students, but also to the process. It’s a valuable opportunity to teach them something about applying for a role and demonstrating their suitability – for example writing application letters and honing interview technique.
What made the initial decision difficult, was the lack of proactive effort shown by any of the candidates beforehand. None had gone out of their way to help or get involved previously. But perhaps some were simply shy – and perhaps this role could help them grow in confidence?
As expected, some were snapped up by other subjects. Others didn’t attend the interview – easy to filter out. Then I had an idea: why not take an Apprentice-style approach?
I split the candidates into teams and have asked them to plan and deliver a computer science-themed event for KS3 students. This task sharpened their focus. It also made them reflect seriously on whether they could commit to the role alongside their existing workload.
Some – who I genuinely believe would make excellent subject captains – chose to withdraw, recognising the role’s demands. That’s fair enough. Others dropped out when they realised it wasn’t going to be an easy ride.
What remains is a small, enthusiastic group of students learning to collaborate and demonstrating genuine commitment. And now, I face the unenviable task of selecting this year’s final subject captains – but at least now, it’s a more informed and far easier decision than it was at the start.
