Teacher of Humanities

Have a

thorough and up to date knowledge of their subject(s) and should take account

of wider curriculum developments that are relevant to their work; Consistently

and effectively plan lessons and sequences of lessons to meet students’

individual learning needs, including students with special educational needs,

and gifted or talented students. They should be aware of, and take proper

account of the strategies agreed in IEPs (Individual Education Plans) and IBPs

(Individual Behaviour Plans); Keep an

attendance register of students in every lesson and following up absence when

necessary; Consistently

and effectively use a range of appropriate strategies for teaching and

classroom management; Consistently

and effectively use information about prior attainment to set well-grounded

expectations for students, and monitor progress to give clear and constructive

feedback; Be able

to make use of the performance data available in the Academy in order to

determine how much progress their students are making; Take

responsibility for their own professional development and use the outcomes to

improve their teaching and students’ learning; Make an

active contribution to implementing the policies and aspirations of the Academy

and Trust; Be

effective professionals who challenge and support all students to do their

best; Set and

maintain high expectations for student behaviour; Set a

good example to students, for example in terms of appropriate dress, standards

of punctuality and attendance;