Cambridge Demystified - Education

1. I wanted to study my subject because I believe education is the most important thing for a government to provide. Yet, it would seem that in recent years it has become wayward. The purpose of education and the role of the teacher has been lost in the obsession with exams and competition. Also, I desperately want the government to re-evaluate the role of public schools to social inequality in Britain. I think it is the most fascinating thing I've ever come across.
2. I chose Cambridge because I love their course - you can choose a track to specialise in an area of education e.g. policy or psychology. Also, I like the academic pursuit of knowledge and nowhere is more academic! Also, it is beautiful and the supervision system is great.
3. No, none of my teachers inspired me. But that wasn't because they are negligent or unsupportive. Rather, I had made the decision long before teachers talked about university. It's hard to put my finger on what/who inspired me because the decision was so gradual. My brother goes to Cambridge so I was slightly influenced by him.
4. I read 'Free To Learn', 'The Philosophy of Education', 'Clever Lands', 'Posh Boys: how English public schools ruin Britain' and 'The Teacher Gap'. In terms of journals etc., I read the Lego Foundation's research into play and took a few online courses in education on FutureLearn.
5. I attended the Cambridge masterclass on education. It was a few lectures on education related to education given by Cambridge lecturers. I would highly recommend this but education ones are fewer and far between so you have to look out. I didn't take part in any competitions e.g. for essays. This was partly because I didn't know about them but even if I did, I wouldn't necessarily say they are essential. Several people in my year did them and applied to Oxbridge thinking it would increase their chances but it didn't add much. Also, if it will take away from your A level grades or add to your stress - then don't.
6. I have some work experience in a few different schools but I wouldn't say it greatly added to my chance of getting to Cambridge other than that it made me think about issues in education. Once again, experience is great but if it will add to stress or take away from your grades, it isn't worth it. If you do it, make it relevant. I would so that Cambridge care less about quantity of experience. Are you passionate and will you fit in, in terms of academics is what they concern themselves with.
7. I didn't do an EPQ because it would have been too much and my school only has 10 places for it. I sort of had a specialist subject if reading about educational policy counts.
8. In my personal statement, I talked about how children suddenly stop playing in YR1 as it becomes 'frivolous'. I questioned why this happened and the role of play in effective learning. Really, I made it clear how passionate I am. I also talked about how I came to be interested in education. There was a small bit at the end about my hobbies.
9. For the entrance test for education - it was really difficult because my year was the first so there was only 1 past paper and this one was inaccurate to what the actual test was like. The only practice I got was from similar subject texts. I wrote the essays untimed and then timed. I gave them to my sociology teacher to check for clarity and quality of argument. I also read the specification for it e.g. what they were looking for (this turned out to be a clear and consistent argument and opinions).
10. In choosing a college, I started by having my brother shortlist the ones he thought I should strike out as definite nos. Then, out of those I looked them up and decided on 3. Then, really it was random - I picked one that I liked the look of (Jesus). Then I was pooled to Robinson.
11. The interview process was actually quite nice. I got to discuss my favourite topic with people who are similarly passionate. I was nervous but stuck to the advice I was given - to think out loud, to convey passion and to DO WIDER READING. I had two interviews and they encouraged me to give my opinions on things and engage in a lively discussion.
12. As I said, think out loud and be passionate. Don't worry about being perfect - they just want to see potential.
13. At Cambridge, interviews are one day. I did socialise during the day though. I had several hours between my two interviews and had a cup of tea and a slice of cake with some other applicants. We became friends and discussed our subjects.
14. After the interviews, I felt pretty good actually because I knew I had tried my best and conveyed all my passion. I was a bit shaky but definitely excited.
15. I was in school when I got my offer. Actually it is a bit of a weird story. I was rejected by Jesus college and they told me they entered me into the pool but I was rejected from that too. However, 10 minutes later I get an email from Robinson offering me a place. I called to confirm it wasn't a mistake and it wasn't! I reacted irritated when I thought I was rejected but when I found out I wasn't, I ran into offices and through the corridors. Some teachers wanted to know the outcome so I went to find them and they squealed and smiled.
16. I am most certainly looking forward to going to Cambridge - really super excited. I feel like I will really fit in but I am also very scared because I lack self-belief (I almost didn't even apply) and, like many, I have bad impostor syndrome about whether I will be able to 'handle' Cambridge, I feel like others are so much better than me. However, getting an offer has definitely helped a bit with this.

Cambridge Education interview video (youtube)

https://www.bing.com/videos/search?q=cambridge+education+interview+youtube&docid=608038446781432141&mid=0A004F1E9841349AB1D90A004F1E9841349AB1D9&view=detail&FORM=VIRE

@Oxford Mum
I'm concerned that this video sends mixed messages about education BA at Cambridge. The video is about PGCE which Cambridge does offer but my degree is an undergraduate, academic and theoretical, degree into education.
Here's a link for undergraduate education at Cambridge - https://www.undergraduate.study.cam.ac.uk/courses/education
Here's a video link for education - https://www.youtube.com/watch?v=hHjEs4VbG50

I have now removed both the video and my post. This is why these threads are so useful, so that we can clear up exactly what your course entails.
@ellabella_t

To answer your journalistic questions @Oxford Mum

I believe it has become wayward because it has moved away from serving pupils to serving the economy and systems of power. Also, education is a form of social justice, but the lack of necessary funding into schools prevents this (exacerbated by the very existence of public schools). Furthermore, there is far too great a focus on testing, ranking and competition rather on the education and development of the whole person.

I definitely agree with you about the heart - breaking difference between the state and private education systems. I believe that education is a human right (and not just a vague ‘idea’ of education but incredible, well thought out and considered education appropriate to the needs of a child). Therefore, in my mind, the existence of public education seems to view education as a privilege that some ‘deserve’ by virtue of wealth or luck or talent.
I hadn’t heard about Brampton Manor – thank you for bringing this to my attention. I agree with you on the importance of belief. In talking to a number of my friends who could have got into Cambridge, there was the persistent attitude that it’s not for ‘people like us’ which is not helped by the fact that most schools never make it seem like an option. People often complain that Oxbridge aren’t diverse enough but you can’t accept people if they don’t apply in the first place. However, in seeing how many offers they received, I was concerned at how they measure success. It’s great to encourage ambition but it is equally important to make it clear that it’s absolutely fine to not want to go to the ‘BEST’ university or just do an apprenticeship.

If only schools took advantage of all the resources which Oxbridge offers to support applicants – schools need to take more responsibility.

No, my course is not a PGCE – it is an undergraduate degree into the theory of education.

Yes, with this course I can go into policy making (or teaching or therapy etc.). If I could change the education system I would replace high stakes exams with lower stakes ones culminating in teacher judgement, I would outlaw fee paying schools to try to redress social inequality, I would tax billionaires at a higher rate in order to better fund the changing needs of schools such as SEN and mental health support. I would stop the focus on rote learning and expectations, rather focusing on each child. Re – instate SureStart programs in order to support low income families.

6. When I went to the masterclass, it was maybe 6 of us but of that maybe half were white female and the others were made up of 1 black woman and 2 South Asian girls if I recall correctly. I can give you a bit more info since I'm in a group chat with other education offer holders. Most are white females but we have 3 guys so far and some black and Asian girls. However, I don't think that a lack of diversity should put you off because you'll have lots of other friends who aren't on your course. What binds us, regardless of race, ethnicity and gender is our passion for education so really don't worry.

Feel free to contact me - there are no stupid questions or silly worries.