Sociology Teacher

Sociology Teacher Part-time

Position : SociologyTeacher
Location : Bath School
Contract : Part-Time,Contract
Start Date : September 2024

The Role :
We are seeking a passionate and inspiring Sociology Teacher . Ideal teachers will beexperienced educators with a background in teaching Sociology, but we are also interested inhearing from teachers of Psychology andCriminology . You will be responsible for delivering high-quality lessonsthat engage and challenge our students, preparing them for success in theirexaminations and future endeavours.
Key Responsibilities :

Plan, prepare and deliver engaging and informative lessons that meet the curriculum requirements.

Assess, record, and report on the development, progress, and attainment of students.

Provide guidance and advice to students on educational and social matters.

Participate in departmental meetings, parents' evenings, and whole school training events.

Contribute to the development of the Social Sciences curriculum and teaching materials.

Requirements :

A relevant teaching qualification (e.g., PGCE, QTS).

Experience teaching Social Sciences at one or more schools.

Strong knowledge of the current curriculum and examination requirements.

Excellent communication and interpersonal skills.

Commitment to the school's ethos and values.

We Offer :

A supportive and collaborative working environment.

Opportunities for professional development and career progression.

A competitive salary and benefits package.

Access to state-of-the-art teaching resources.

What Next? ApplyNow
If you are interestedin this role, click 'apply now' to forward an up-to-date copy of your CV, orcall me now on .

If this job isn'tquite right for you, I am always interested in talking to teachers with alllevels of experience - whether you're an NQT/ECT, or an experienced teacher,full-time or part-time. Whether you are looking for day to day work to boostyour experience or choose flexible working hours or are wanting something on alonger term or permanent basis.
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