Examiner case study: Cath Catt

Cath lives in Halesworth, Suffolk and taught history for 20 years in Lowestoft and Ipswich. She now runs voluntary and charitable educational and heritage lottery projects, and finds that her 20 years as an examiner continues to bring professional and personal benefits. Cath is currently a team leader for AQA for GCSE History Specification A Paper 1.

'I first started examining because I really wanted to make sure that the kids I was teaching got the best possible advice on how to prepare for and pass exams. I'm personally very interested to see the range of responses from young people – it gives you unrivalled insights and helps you develop your coursework.

In all my various teaching roles – head of 6th form, exams officer, assistant head of department – examining has been invaluable in giving me a really thorough understanding of the examining process and the opportunities for individuals to improve on their grades. It changed how I taught and really contributed to my role as a reviser.

One of the great benefits is the networking. You stay in regular contact with other examiners and exchange materials – for example, mock exams – all of which benefits you and the whole department.

The networking has definitely helped my career, too. You establish a real connection with people examining at the same level and higher, which gives you a good perspective of other schools and how they work – a perspective you don't get if you work in isolation in one school.

Examining means I keep in touch with the new subject and exam developments taking place. I also use the knowledge and understanding I gain in the work I do now.

If a teacher has a genuine interest in the way in which young people are learning, being an examiner is an incredibly useful experience.'