GSCE Maths and English Teachers

The job in one line

You teach GCSE. That is the job, and we have built the role so that it stays the job.

PET-Xi runs a 16–19 Study Programme for young people mainstream education has not served well. Some were excluded. Some simply stopped attending and nobody chased them. Some arrived in the UK as asylum seekers or refugees and are rebuilding an education in a second language.

Around nine in ten of our learners are neurodiverse. Six in ten come from low-income households, which means the cost of turning up, travel, food, kit, is itself a barrier. Some were referred with at least one contextual safeguarding concern. A few do not speak in class very much.

Every one of them has sat your subject’s exam before and not got the grade. They were handed long odds. Your job is to change them.

• Teach GCSE. Resit groups in your subject, across the ability and attendance range, for learners who need the grade to move on.
• Assess properly. Diagnose where the subject actually broke down for each learner. For most of them it was years before they met you.
• Mark, feedback, track. Keep progress visible to the learner, not just to the spreadsheet.
• Run the exam cycle. Entries, mocks, access arrangements, revision, results day. You own the outcome for your subject.
• Intervene early. Target the learners at the grade boundary and the ones a long way below it, differently.
• Be one of the adults who stays. Youth Workers hold the pastoral side. You hold the subject. Both matter, and the learners can tell when one is missing.

A qualified teacher who wants to teach the young people who need teaching most. You will need QTS or QTLS and a subject qualification, and experience of teaching your subject to GCSE. That part is not negotiable, because these learners have already been taught badly once.

• One hundred per cent commitment to the young people in front of you.
• Patience with a learner on their third attempt at the same paper, and no sense that a resit is a lesser job.
• The instinct to be a role model and an ally, and to build a young person’s belief that they are worth something.
• Energy that lifts a room without needing volume.
• Grit. Some weeks the odds win. You come back on Monday.

A second language is a serious advantage.
Arabic in particular
, and also Romanian, Polish, Ukrainian, or another community language spoken by our learners and their families.

This is the second year of the Study Programme. The first year taught us a great deal and we are acting on it, a stronger team, a clearer structure, a better offer for learners. You will have real influence over how that takes shape.

We are looking for people who find that prospect appealing and will enjoy the impact and challenge.

• £28,000 – £32,000, set by experience and relevant qualifications.
• One subject, one cohort, and a role that is teaching rather than everything else a school hands you.
• A defined CPD plan and a team that backs each other.
• Pension, Holiday, Other Benefits

Qualified Teacher Status (QTS) or QTLS

A level or higher in the subject applied for, or a degree in that subject or one with substantial subject content, or a recognised equivalent

Level 2 English and maths, or equivalent

Recognised assessor qualification (TAQA, A1, CAVA)

Teaching the subject applied for to GCSE level

Working directly with young people aged 16-19 in education or training

Supporting neurodiverse young people, or those with SEN

Managing challenging behaviour and de‑escalating situations calmly

Teaching GCSE resit groups, or learners who did not achieve the grade first time

Working with learners who are NEET, excluded, or in alternative provision

Current awarding body requirements for GCSE in the subject applied for

Safeguarding responsibilities when working with young people, and the confidence to act on…