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We are working alongside asecondary school in Basingstoke who are seeking a passionate and dedicated Design Technology Teacher to join their vibrant school in January 2025. This is a fantastic opportunity for a motivated individual to contribute to a thriving department and inspire the next generation of designers, engineers, and innovators. This is a full-time position on a long-term supply contract with the potential to go permanent through the school.
Responsibilities- Plan, prepare, and deliver engaging Design Technology lessons in line with the national curriculum.
- Teach a range of topics, potentially including Product Design, Resistant Materials, Graphics, Textiles, or Food Technology (specifics depending on expertise).
- Monitor and evaluate student progress, providing constructive feedback to foster learning and development.
- Manage a safe and effective learning environment, particularly in workshop settings.
- Support students with coursework and practical assessments.
- Collaborate with colleagues to enhance the curriculum and promote extracurricular opportunities.
- Attend staff meetings, professional development sessions, and parent-teacher consultations as required.
- Qualified Teacher Status (QTS) or equivalent, with a specialization in Design Technology (essential).
- Experience teaching Design Technology at secondary school level (Key Stages 3 and 4; Key Stage 5 is desirable).
- Strong knowledge of the subject area, including current trends and industry practices.
- Proficiency in the use of tools, machinery, and safety procedures in workshops.
- Excellent classroom management skills and the ability to engage and motivate students.
- A commitment to safeguarding and promoting the welfare of children and young people.
- A valid Enhanced DBS check on the update service (or willingness to obtain one).
- Must have a right to work in the UK.
If you are a dynamic and enthusiastic Design Technology teacher looking for your next challenge, we want to hear from you! Please apply directly via this advert.
