FOOD TECHNOLOGY, HOSPITALITY
and CATERING TEACHER
KS3 + KS4
Reporting
Start Date
Salary
To the Assistant Headteacher
1st September 2014
MPS (Outer London) + £2001 SEN Allowance
CONTEXT
This description is not intended to be exhaustive and is a general outline of the typical duties and
responsibilities expected to be carried out whilst accepting that these may change at the discretion of the
Headteacher and Trustees.
As a key member of the teaching team at The Jubilee Academy, you will be responsible for:
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Developing, resourcing and implementing the Food technology/Hospitality+ Catering curriculum in KS3/4;
Contributing to developments in other areas, including through a second subject (where offered);
Contributing to ‘Out of Hours’ programmes;
Supporting the student referral, transition and induction process;
Contributing to the development and implementation of the school’s outreach services; and
Being a tutor/mentor (including e-­­learning mentor) with responsibility for teaching spiritual, moral, social
and cultural education (which incorporates PSHE, RS, Citizenship and Careers Education).
It is vital that everyone within The Jubilee Academy community plays their part in taking the school
forward to success upon success. The ability to be flexible and adaptable will be crucial within this role.
JOB DESCRIPTION
Job purpose
To design, plan and implement the Food Technology curriculum in KS3 and KS4, both within and beyond
the classroom so that students access outstanding learning experiences, make accelerated levels of
progress and achieve their goals and achievement targets. To support wider outcomes for students
through providing strong pastoral support for students’ personal and academic learning.
The role involves a higher level of involvement in the teaching of students with special educational
needs, social and emotional difficulties. An SEN Allowance will be paid to the post-holder for their
professional skills in securing accelerated levels of progress for each student in Food Technology,
Hospitality + Catering so that they reach or exceed age­related expectations.
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Professional responsibilities
The post-­­holder will uphold the ethos, policies and practices of the school and maintain high standards in
their own attendance, punctuality, personal and professional conduct.
Principal accountabilities
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Teaching and learning
Design, plan and implement the curriculum programme for Food Technology, Hospitality + Catering in
both KS3 and KS4;
Set high expectations which inspire, motivate and appropriately challenge every individual and group;
Have a secure knowledge of the national curriculum and assessment frameworks and utilise it
effectively in designing, planning and teaching of the subject in both KS3 and KS4;
Teach literacy effectively to secure high standards in reading, writing and communication skills;
Establish a safe, positive climate for learning in the classroom with clear boundaries and mutual respect;
Demonstrate consistently positive attitudes, values and behaviour which are expected of students;
Promote accelerated levels of progress so that individuals and groups reaching challenging targets;
Be accountable for students’ attainment, progress and outcomes;
Design learning and plan schemes of work and sequences of lessons which secure good and outstanding
progression in subject skills and which enable every student to accelerate and achieve their potential;
Encourage and establish consistent routines for learning so that students take a responsible and
conscientious approach to their learning and homework;
Set homework and mark it diagnostically and formatively in line with the school’s policies and
contribute regularly to ‘The Jubilee Academy Online’ to ensure that it fully meets students’ needs;
Be reflective and open to coaching and feedback being committed to continuous improvement.
Adapt, differentiate and personalise teaching to respond to students’ strengths and greatest needs
-­­ Differentiate appropriately utilising all available data and contextual information;
-­­ Adapt teaching strategies and learning activities to respond highly effectively to the varied stages of
development of individuals and groups of students;
-­­ Maintain a clear understanding of the strengths and needs of all students including those with special
educational needs and disabilities, those of high ability and those learning EAL, utilising the most
effective teaching strategies and approaches to enable them all to make good and better progress.
Making accurate and productive use of assessment information
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Know, understand and implement the relevant subject assessment frameworks, including statutory
assessment requirements;
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Make good use of formative and summative assessment to secure accelerated student progress;
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Utilise assessment data to monitor progress, set curricular targets and plan learning accordingly and to
undertake frequent reviews of both personal and academic learning with students and parents/carers;
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Give students regular diagnostic feedback, both orally and through accurate and formative marking
(including of work produced via ‘The Jubilee Academy Online’), and make sure that in lessons where
students are given feedback on their written work, they are also given time to respond by revising and
re-­­drafting their work to make immediate improvements.
Maintaining discipline so that learning can be good and outstanding for everyone
Have clear rules and routines for behaviour in classrooms, promote good and courteous behaviour in
lessons and around the school, in accordance with the school policy on behaviour;
-­­ Maintain high expectations of behaviour and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and in line with the school’s policies;
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Manage classes effectively utilising approaches where are appropriate to students’ needs in order to
involve and motivate them;
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Maintain good relationships with students, exercise authority appropriately and act decisively when
necessary;
-­­ Maintain good order and discipline among students at all times, including during the lunch break/other
unstructured social time and on arrival/departure from school.
Contributing to the wider life of the school and fulfilling all professional responsibilities
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Uphold and adhere to all the school’s vision and policies including by following the child protection
procedures and ensuring students’ safety and welfare at all times including on trips, visits and activities;
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Make a positive contribution to the wider life and ethos of the school, including through educational trips,
visits and activities including through ‘Gifts and Talents Day’ and the ‘Out of Hours’ programme;
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Be a highly effective form tutor/mentor, including in the teaching and assessment of spiritual, social,
moral and cultural education which is integral to supporting students’ personal learning;
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Work constructively with students, their families and other staff/professionals to agree and plan action
which ensures that students’ behaviour, attendance and achievement is at least good or better;
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Be an active participant in the school’s provision of continuing professional development for staff,
utilising new learning to modify or implement new practices in the classroom;
-­­ Work collaboratively and effectively with education support staff, sharing skills and expertise and joint-­­ planning
and delivering lessons and activities that add substantial value to students’ learning, progress, attainment
and personal development;
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Enhance the reputation of the school in the wider community through partnership working that
continuously improves the quality of the school’s education and pastoral care arrangements;
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To act in a way that is consistent with the values and expectations of the school at all times.
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PERSON SPECIFICATION
Qualifications and experience
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Qualified teacher status (desirable);
Good honours degree in a relevant subject and outstanding Food Technology curriculum knowledge with
experience of teaching at both KS3 and KS 4 (desirable);
Experience of/ability to teach a second subject (desirable);
Successful experience of working effectively with vulnerable students (essential).
Track record
-­­ Evidence of personal impact having effected change and significantly raised standards (essential);
-­­ Successful experience teaching students with social, emotional and behavioural difficulties (essential);
Professional skills and knowledge
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Outstanding pedagogical skills including the ability to utilise assessment effectively to plan subject
progression to achieve accelerated levels of student progress and attainment (essential);
Strong communication and inter-­­personal skills (essential);
Effective strategies for maintaining students’ engagement and their outstanding behaviour and
attendance for learning (essential);
Able to prioritise, action plan, monitor and evaluate effectively (essential);
Proven ICT skills (essential);
Knowledge, understanding and experience of having promoted a safeguarding culture (including health and
safety and child protection procedures) (essential).
Personal qualities
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Energetic, enthusiastic, creative and innovative with a ‘can do’, action-­­orientation (essential);
Empathy and an ability to relate to others (staff, students, families) (essential);
Drive for results with a ‘tough caring’ approach to progress and wider ECM outcomes (essential);
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Resilient and flexible, able to work constructively under pressure and to deadline (essential).
ADDITIONAL INFORMATION
Conditions of service
The role is subject to, and with the benefits of the National Conditions of Service for Teachers as
specified in the School Teachers’ Pay and Conditions Document (STPC) and Condition of Service for
Teachers in England and Wales (The Burgundy Book), except where you are informed in writing that a
local condition applies. The contract of employment is between the teacher and the Governing Body of
The Jubilee Academy (The Harrow Alternative Provision Academy Trust).
Safeguarding and Equalities
The school is committed to safeguarding and promoting the welfare of students and expects all staff
to share this commitment. The post requires the appropriate level of criminal record disclosure
(Disclosure and Baring Service check) to be undertaken successfully as a condition of employment.
The Harrow Alternative Provision Academy Trust is an equal rights employer. It is committed to make
any necessary reasonable adjustments to the selection process, job role and working environment that
would enable access to employment opportunities for disabled people. Where a disabled applicant is
being assessed the recruitment panel’s decisions will be based upon an assessment of that person’s
expected capabilities once reasonable adjustments have been made.
Recruitment
The recruitment panel will assess an applicant against the person specification through:
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Application (A);
Interview (I);
Assessment Activities (AA); and
References and other employment checks (R).
Person Specification
Qualifications and experience
Qualified teacher status (desirable)
Good honours degree in a relevant subject and outstanding Food Technology curriculum
knowledge with experience of teaching at both KS3 and KS 4 (desirable)
Experience of teaching/ability to teach a second subject (desirable)
Successful experience of working effectively with vulnerable students (essential)
Track record
Evidence of having significantly raised standards (essential)
Successful experience teaching students with social and emotional difficulties (essential)
Professional skills and knowledge
Outstanding pedagogical skills, able to utilise assessment effectively to plan subject
progression to achieve accelerated levels of student progress and attainment (essential)
Strong communication and inter-­­personal skills (essential)
Effective strategies to secure student engagement, good behaviour and attendance (essential)
Able to prioritise, action plan, monitor and evaluate effectively (essential)
Proven ICT skills (essential)
Securing a safeguarding culture (essential)
Personal qualities
Energetic, enthusiastic, creative and innovative with a ‘can do’, action-­­orientation (essential)
Empathy and an ability to relate to others (staff, students, families) (essential)
Drive for results -­­ ‘tough caring’ approach to progress and wider ECM outcomes (essential)
Resilient and flexible, able to work constructively under pressure and to deadline (essential)
(A)
(A)+ (I)
(A) + (I)
(A) + (I)
(A), (I) + (R)
(A), (I) + (R)
(A), (I) + (AA)
(A), (I) + (R)
(A), (I), (AA)
(A) + (AA)
(A), (I) + (AA)
(A), (I) + (R)
(A), (I) + (R)
(A), (I) + (AA)
(A), (I) + (AA)
(A), (I) + (R)
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