Looking for a role where you can make an immediate impact?
A welcoming secondary school in Halifax is seeking a Computing and Business Teacher to join them after half term through until Christmas. This is a fantastic opportunity for an enthusiastic teacher to step into a supportive department and inspire students across both subjects during a crucial period of the academic year.
You'll be teaching KS3 Computing and KS4 Business
, delivering engaging lessons that bring the curriculum to life and help students develop the skills and knowledge needed to succeed.
- Teach Computing across Key Stage 3
- Deliver Business Studies at Key Stage 4
- Plan and deliver engaging, well-structured lessons
- Assess student progress and provide meaningful feedback
- Create a positive and productive classroom environment
- Work collaboratively with a supportive leadership and departmental team
- Qualified Teacher Status (QTS) or equivalent
- Experience teaching Computing and/or Business in a secondary setting
- Strong classroom management skills
- Ability to engage, motivate and challenge learners of all abilities
- A flexible and proactive approach
- Available to start after half term and commit until Christmas
- A friendly and supportive school environment
- Well-behaved students who are keen to learn
- Competitive daily rates of pay
- Opportunity to gain experience within a well-regarded Halifax secondary school
- Ongoing support from a dedicated education consultant
Whether you're an experienced teacher looking for your next challenge or a strong ECT seeking valuable classroom experience, we'd love to hear from you.
Prospero Teaching is acting as an employment business/education recruitment agency in relation to this vacancy. The successful candidate will be required to register and have passed all safeguarding/vetting checks with Prospero Teaching in order to fill this vacancy. Any adult working with children and vulnerable young people are responsible for safeguarding and protecting the welfare of the children and young people.
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