Temporary Teacher of Criminology
| Dyddiad hysbysebu: | 02 Hydref 2025 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 19 Hydref 2025 |
| Lleoliad: | New College Pontefract |
| Gweithio o bell: | Ar y safle yn unig |
| Cwmni: | New Collaborative Learning Trust |
| Math o swydd: | Dros dro |
| Cyfeirnod swydd: |
Crynodeb
Relationships with Young People
• Have high expectations of young people including a commitment to ensuring that they can achieve their
full educational potential and to ensure students are treated as unique individuals.
• Hold positive values and attitudes and adopt high standards of behaviour in their professional role.
• Motivate and build self-esteem and self-worth/self-belief, developing a ‘can do’ attitude with students.
Communication
• Communicate effectively with students and colleagues.
• Communicate effectively with parents and carers at appropriate times, conveying relevant information
about attainment, objectives and progress.
• Participate in open events and parents/student consultation evenings as appropriate.
Teaching and Learning
• Demonstrate a good up to date working knowledge and understanding of a range of teaching, learning
and assessment strategies and know how to use and adopt them to provide opportunities for all learners
to achieve their potential.
• Be fully conversant with the assessment requirements for the subjects/curriculum areas taught, including
those relating to public examinations and qualifications.
• Being fully conversant with a range of approaches to assessment including the importance of formative
assessment.
• Understand what makes good ‘one to one’ academic monitoring interviews with students, in order to
provide students with constructive individual feedback on strengths and recipes for improvement
including action plans for improvement.
• Demonstrate a secure knowledge and understanding of your subject and related pedagogy.All staff and senior post holders have a duty for safeguarding and promoting the welfare of young people. Staff must be aware of the
Trust procedures for raising concerns about students’ welfare and must report any concern to the designated officers without delay.
Staff must also ensure that they attend the appropriate level of safeguarding training identified by the Trust as relevant to their role.
The post holder’s duties must at all times be carried out in compliance with the Trust’s Equality and Diversity Policy, and the post holder
must take reasonable care of the health and safety of self, other persons and resources whilst at work. This entails supporting the
Trust’s responsibilities under the Health and Safety Act.
All staff are expected to support the achievement of the Trust’s vision and strategic objectives and to demonstrate its values through
their behaviour.
2
• Teach challenging, well organised lessons and sequences of lessons across the ability range taught in
which:
- An appropriate range of teaching strategies and resources are utilised.
- Students’ prior knowledge and attainment are built upon, in order that they meet learning objectives
and make sustained progress.
- Adapt language to suit the differential ability of students, when introducing new ideas and concepts
using explanations, questions, discussions and plenaries effectively teach engaging and motivational
lessons designed to raise levels of attainment.
• Keep adequate records of students in your charge.
• Follow the school’s scheme of work, homework assessments and be involved in regular updating and
review.
• Manage the learning of individuals and whole classes effectively, modifying teaching appropriately to suit
the stage of the lesson and needs of the learner.
• Use assessment as part of teaching to diagnose needs, set realistic and challenging targets for
improvements and planning future teaching.
• Review the effectiveness of teaching and its impact on student progress and attainment through reviews
with the Head of School.
Team Working and Collaboration
• Work with team member and as a team member; identify opportunities for working colleagues and sharing
effective practice with them.
• Participate in School Meetings and contribute to the use and development of appropriate
specifications/syllabuses, schemes of work, assessment strategies and teaching and learning approaches
• Have high expectations of young people including a commitment to ensuring that they can achieve their
full educational potential and to ensure students are treated as unique individuals.
• Hold positive values and attitudes and adopt high standards of behaviour in their professional role.
• Motivate and build self-esteem and self-worth/self-belief, developing a ‘can do’ attitude with students.
Communication
• Communicate effectively with students and colleagues.
• Communicate effectively with parents and carers at appropriate times, conveying relevant information
about attainment, objectives and progress.
• Participate in open events and parents/student consultation evenings as appropriate.
Teaching and Learning
• Demonstrate a good up to date working knowledge and understanding of a range of teaching, learning
and assessment strategies and know how to use and adopt them to provide opportunities for all learners
to achieve their potential.
• Be fully conversant with the assessment requirements for the subjects/curriculum areas taught, including
those relating to public examinations and qualifications.
• Being fully conversant with a range of approaches to assessment including the importance of formative
assessment.
• Understand what makes good ‘one to one’ academic monitoring interviews with students, in order to
provide students with constructive individual feedback on strengths and recipes for improvement
including action plans for improvement.
• Demonstrate a secure knowledge and understanding of your subject and related pedagogy.All staff and senior post holders have a duty for safeguarding and promoting the welfare of young people. Staff must be aware of the
Trust procedures for raising concerns about students’ welfare and must report any concern to the designated officers without delay.
Staff must also ensure that they attend the appropriate level of safeguarding training identified by the Trust as relevant to their role.
The post holder’s duties must at all times be carried out in compliance with the Trust’s Equality and Diversity Policy, and the post holder
must take reasonable care of the health and safety of self, other persons and resources whilst at work. This entails supporting the
Trust’s responsibilities under the Health and Safety Act.
All staff are expected to support the achievement of the Trust’s vision and strategic objectives and to demonstrate its values through
their behaviour.
2
• Teach challenging, well organised lessons and sequences of lessons across the ability range taught in
which:
- An appropriate range of teaching strategies and resources are utilised.
- Students’ prior knowledge and attainment are built upon, in order that they meet learning objectives
and make sustained progress.
- Adapt language to suit the differential ability of students, when introducing new ideas and concepts
using explanations, questions, discussions and plenaries effectively teach engaging and motivational
lessons designed to raise levels of attainment.
• Keep adequate records of students in your charge.
• Follow the school’s scheme of work, homework assessments and be involved in regular updating and
review.
• Manage the learning of individuals and whole classes effectively, modifying teaching appropriately to suit
the stage of the lesson and needs of the learner.
• Use assessment as part of teaching to diagnose needs, set realistic and challenging targets for
improvements and planning future teaching.
• Review the effectiveness of teaching and its impact on student progress and attainment through reviews
with the Head of School.
Team Working and Collaboration
• Work with team member and as a team member; identify opportunities for working colleagues and sharing
effective practice with them.
• Participate in School Meetings and contribute to the use and development of appropriate
specifications/syllabuses, schemes of work, assessment strategies and teaching and learning approaches