Chemistry Teacher

Are you a qualifed Science teacher looking for your next role in the beautiful borough of Camden?

On behalf of a secondary school located in Camden are seeking to employ a Teacher ofScience with a Chemistry bias.

This is an exciting opportunity for a Chemistry specialist to contribute to the current success of the Science department.

Applications are accepted from Experienced and Early Career Teachers who can teach Chemistry from Key stage 3 to 4.

The state-of-the-art facilities, engaging curriculum and pleasant behaviour from the students have gained the school the overall score ‘Good’ for their Ofsted report.

The secondary school is situated with excellent public transport links and onsite parking for drivers if required.

The successful Chemistry Teacher will:
- Hold QTS (or equivalent) and a relevant undergraduate degree
- Understand the theory and practice of effective teaching and learning
- Have knowledge of National Curriculum requirements at KS3 and KS4, and of writing lesson plans, developing resources and assessing students' work
- Have a good level of ICT skills
- Have good written and spoken communication skillsIn return the school can offer you:

- Ongoing professional development
- Collaborative leadership at both department and senior level
- A commitment to staff wellbeing and reducing unnecessary workload

All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance ‘Keeping Children Safe in Education’, this may also include an online searchas part of our due diligence on shortlisted applicants.
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