ICT Teacher - Hackney - Mixed Secondary School - ASAP start
Key Details:
1. ICT Teacher - QTS or QTLS trained
2. ICT Teacher - Inner London school
3. ICT Teacher - MPS1 - UPS3
4. ICT Teacher - KS3 to A-Level
Are you looking for a new role as an ICT teacher starting ASAP?
Do you have strong subject knowledge of ICT to A-Level?
Can you teach ICT to students aiming for excellent results at GCSE & A-Level?
If so, read on!
About the Role - ICT Teacher
I am currently working with this mainstream secondary school based in Hackney who are looking for a qualified ICT teacher to start with them as soon as possible. The school is looking for an intelligent candidate who is familiar with teaching ICT at GCSE & A-Level. The successful candidate must have a relevant degree and teaching qualification to support their application. The school is looking for someone who can maintain a calm and safe working environment for learning while managing classroom behaviour in this inner London secondary school.
About the School - ICT Teacher
This mainstream secondary school based in Hackney, East London provides education to both genders equally, catering to ages 11-19 with a sixth form provision teaching a wide range of curriculum. The school prides itself on high levels of expectation for each individual matched by support which helps to create a happy, disciplined, caring and respectful learning environment. With wide access to a number of extra-curricular activities, the school encourages each student to become well-rounded individuals with a positive contribution to modern society where hard work, motivation, and determination help to prepare students in the real world, being supported each step of the way. The school's main aim is to provide a highly disciplined, vibrant, and safe environment where both students and teachers are equally respected, supporting the development of each and every individual within the school.
If you are interested in this ICT teacher role, click apply now or contact Tom at Qualiteach for more information.
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