Job Description
Are you an inspiring and fluent German Teacher eager to open up the world of language and culture to a diverse student body? We are partnering with an Outstanding mixed school in Camden that is seeking a fantastic temporary, part-time German Teacher to join their thriving languages department, starting ASAP. This is a wonderful opportunity to immerse students in German language and culture across Key Stages 3 and 4, with exciting potential for Key Stage 5.
What you'll be doing:
- You'll be crafting and delivering engaging German lessons that develop students' speaking, listening, reading, and writing skills.
- It's about bringing language learning to life through cultural insights, interactive activities, and authentic resources.
- You'll inspire students to become confident communicators and culturally aware global citizens.
What we're looking for:
- Qualified Teacher Status (QTS) or equivalent, with a specialism in German.
- Experience teaching engaging and effective German lessons at Key Stages 3 and 4 is highly desirable.
- Native or near-native fluency in German, plus a deep understanding of German culture.
- Excellent communication skills, strong classroom management, and a genuine passion for promoting language learning.
Why join this school?
- This school offers Inner London Payscale, pro-rata for your part-time hours.
- You'll become part of a supportive and highly collaborative MFL department within an Outstanding mixed school, celebrated for its strong academic tradition and international outlook.
- You'll have access to excellent language resources and opportunities for immersive learning.
- Join a school that values cultural exchange and provides excellent opportunities for professional growth in Camden.
About This School:
This Outstanding mixed school in Camden is a vibrant learning community known for its strong academic results and its commitment to providing a rich and diverse curriculum. They place a high value on modern languages, preparing students for a connected global future.
