Teacher of English

Job Title: English Teacher

Location: Secondary School, Aldershot

Start Date: September 2024

Position Type: Full-Time, Long-Term

About the Role: We are seeking a passionate and dedicated English Teacher to join our vibrant secondary school in Aldershot. This is a fantastic opportunity to teach across the age and attainment range at both Key Stage 3 and 4. The position is full-time and long-term, providing stability and the chance to make a significant impact on students’ educational journeys.

Key Responsibilities:

• Deliver engaging and effective English lessons to students across Key Stage 3 and 4.
• Develop and implement creative lesson plans that cater to a diverse range of learning styles and abilities.
• Assess and monitor student progress, providing constructive feedback and support.
• Collaborate with colleagues to enhance the overall educational experience for students.
• Participate in school events, parent meetings, and professional development opportunities.

Qualifications and Experience:

• Qualified Teacher Status (QTS) or equivalent.
• Early Career Teachers (ECTs) qualifying this year are encouraged to apply.
• Unqualified teachers with relevant experience and a passion for teaching are also welcome.
• Strong subject knowledge and a commitment to inspiring a love of English in students.
• Excellent communication and interpersonal skills.

Application Process: To apply, please submit your CV detailing your suitability for the role. Only applicants based in the UK will be considered.

Join us in shaping the future of our students and fostering a love for English literature and language. We look forward to hearing from you!

All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
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