Hazel-Rose Cubbage
Hazel-Rose Cubbage, 25, is a trainee science teacher specialising in Biology as part of the 2025 cohort. Before embarking on her teaching journey, she pursued two forensic science degrees at Liverpool John Moores University, where she contributed to a published paper. She also gained valuable experience through an internship with the police and multiple roles within a boarding school, helping students grow into well-rounded individuals.
Hazel-Rose’s passion for science has been lifelong, with her degree covering all three sciences and other STEAM subjects (Science, Technology, Engineering, Arts, and Mathematics). Her interest in education began during a Year 9 experience day at university, where she realized the impact she could have in the classroom. This passion deepened during her time working in a boarding school, where she found joy in supporting young people academically and personally.
Science has always been Hazel-Rose’s passion since high school. She believes that making science accessible and engaging for all students is crucial, and she strives to inspire curiosity and critical thinking in her classroom.
Hazel-Rose chose to pursue a PGCE SCITT training route, as it provided both a PGCE and QTS while ensuring a school-led experience. She first learned about the course through a Get into Teaching mentor and decided to train with The OAKS because of their outstanding support system and the opportunity to experience a range of schools in Suffolk and Norfolk.
The OAKS has played a significant role in Hazel-Rose’s development, offering guidance through visits, training days, and regular check-ins. Their support network, including tutors and subject leads, has helped her gain confidence in the classroom and develop her teaching style.
To prepare for the course, Hazel-Rose engaged in pre-reading, spoke to staff at her former school, and participated in Flying Start Week, which equipped her with the skills and mindset needed to thrive in a classroom environment.
Hazel-Rose aims to make science accessible to all students by tailoring lessons with equity in mind and using models to simplify abstract concepts. She also helps run extracurricular STEAM activities, fostering teamwork and problem-solving skills among students.
For Hazel-Rose, the best part of the programme is the positive support from everyone involved, including tutors, subject leads, and fellow trainees. This network has been instrumental in her growth and confidence as a teacher.
Hazel-Rose finds teaching incredibly rewarding, particularly the opportunity to shape students’ futures and watch them grow into confident, well-rounded individuals. She loves being able to share her passion for science and inspire the next generation of scientists.
Looking ahead, Hazel-Rose is committed to making science education inclusive and equitable. She aims to provide students with as many opportunities as possible within the STEAM curriculum. In the next 5 to 10 years, she aspires to become a Lead Practitioner in Science, continuing to support and inspire students while contributing to the field of education.
As she embarks on her career as a newly qualified teacher, Hazel-Rose is most excited about providing opportunities for all students, sharing her enthusiasm for science, and supporting both their academic and personal growth. With a strong passion for education and a clear vision for the future, she is set to make a lasting impact in the classroom and beyond.