Secondary School Mathematics Teacher
- newcastle upon tyne, tyne and wear, NE1 4PP, United Kingdom
- Permanent·Hybrid
- Full time
- £32,000 - £32,000 Per Annum
Job Description
About the Role
Our client is looking for a dynamic and inspiring Secondary School Mathematics Teacher to join a forward-thinking school in Newcastle upon Tyne . You will be responsible for teaching mathematics to students across key stages 3 and 4, fostering a deep understanding and appreciation for the subject. This role involves inspiring the next generation of mathematicians and problem-solvers, working within a well-resourced department that encourages innovative teaching methods. You will contribute to a school ethos focused on academic rigour, student well-being, and collaborative professional development within the Tyne and Wear region.
Key Responsibilities
- Deliver high-quality mathematics lessons that cater to diverse learning styles and abilities.
- Develop and implement engaging schemes of work and lesson plans aligned with the national curriculum.
- Set and mark homework, providing constructive feedback to students to promote learning.
- Monitor student progress, identify areas for intervention, and implement strategies to improve attainment.
- Contribute to the development and delivery of mathematics enrichment activities and clubs.
Requirements
- Qualified Teacher Status (QTS) or equivalent.
- A degree in Mathematics or a related field.
- Proven experience in teaching mathematics at the secondary level.
- Excellent subject knowledge and a passion for inspiring students.
- Strong communication and interpersonal skills.
Benefits
- Attractive salary package based on experience and qualifications.
- Opportunities for career progression and further professional development.
- A supportive departmental team and a positive school culture in Newcastle upon Tyne .
- Access to modern teaching facilities and resources.
- Hybrid working arrangements available, blending in-school teaching with remote preparation and marking where feasible.


