Teacher of Drama
| Company: | Teaching Vacancies |
|---|---|
| Salary: | Not specified |
| Hours: | Full-time |
| Location: | London, E14 3DW |
| Job type: | Permanent |
| Posting date: | 29 Sept 2026 |
| Closing date: | 14 Oct 2026 |
Summary
What skills and experience we're looking for
Key Responsibilities
Teaching
• Plan work in accordance with faculty schemes of learning and National Curriculum programmes of study.
• Liaise with relevant colleagues on the planning of schemes of learning for collaborative delivery.
• Work in collaboration with Teaching Assistants, SEND Team, EAL Team and others as appropriate.
• Take account of students’ prior levels of attainment and use them to set targets for future improvements.
• Set work for students absent from school for health or disciplinary reasons.
• Maintain good discipline by adherence to the advice given to staff in the staff handbook and elsewhere.
• Set high expectations for students’ behaviour by establishing a purposeful working atmosphere in accordance with the school's behaviour code.
• Set appropriate and demanding expectations for students learning, motivation and presentation of work.
Assessment, Recording and Reporting
• Maintain notes and plans of lessons undertaken and records of students’ work.
• Mark, monitor and return work within a reasonable and agreed time span providing constructive oral and written
• feedback and clear targets for future learning as appropriate.
• Carry out assessment programmes (e.g. reports) as agreed by the School, Department or Faculty.
• Complete student records of achievement in line with policy and as specified in the published calendar.
• Participate in Parent/Carer Evenings to keep parents informed as to the progress of their child.
• Be familiar with the Code of Practice for identification and assessment of Special Educational Needs and keep appropriate records on Learning Plans for students.
Pastoral Work
• Undertake responsibility for a tutor group as required including tutor/student interviews.
• Be the first point of contact for parents of students in the tutor group.
• Monitor (and set targets for) the social and academic progress of individuals in the tutor group.
• Take responsibility for of the PSHE programme to one or more tutor groups as appropriate.
• Promote good attendance and monitor in accordance with the school's attendance policy.
Professional Standards
• Support the aims of the School to promote an “Inclusive learning community".
• Treat all members of the community, colleagues and students, with respect and consideration.
• Treat all students fairly, consistently and without prejudice.
• Set a good example to students in terms of appropriate dress, standards of punctuality and attendance.
• Promote the aims of the school by attendance at and participation in events such as open evenings, options evenings and the like (as appropriate to responsibilities).
• Support the ethos of the School by upholding the Code of Conduct, uniform, PFL rules, etc.
• Take responsibility for own professional development and participate in staff CPL, training and development.
• Reflect on own practice as well as the practices of the School with the aim of continual professional development.
• Read and adhere to the various policies of the School as expressed in the School Development Plan, the staff handbook, subject team/year team documentation, etc.
• Participate in the development and management of the School by attending various team and staff meetings.
• Undertake all duties as prescribed within School policies.
• Ensure that all deadlines are met as published in the School calendar.
• Undertake professional duties that may be reasonably assigned to them by the Principal (e.g. cover, after school duties, etc.).
• Be proactive and take responsibility for matters relating to health and safety.
Attributes Considered Desirable at George Green’s School:
• A record of excellent attendance and punctuality.
• Excellent written and oral communication skills, including appropriate ICT skills.
• The ability to work, and contribute, effectively within departmental and Year-based teams.
• The ability to work actively and effectively with parents, governors and other stakeholders.
• Flexibility and a willingness to be involved in the life of George Green's School.
• The ability to use own initiative and motivate others.
• A commitment to teaching and lifelong learning, and a willingness to continue to further own learning through continuing professional development.
• Commitment to implement the School’s Equal Opportunities Policies.
• A developing range of successful teaching strategies.
• A secure knowledge of the importance of data as a means both to measure and to extend progress.
• A high level of organisational and planning skills.
• The ability to create a stimulating visual environment for the classroom.
• The ability to create a dynamic learning environment which values everyone equally.
• A commitment to the vision of George Green's School.
• An awareness of equal opportunities issues generally and specifically how they relate to this area of work.
• A willingness to be a life-long learner.
What the school offers its staff
Aside from an opportunity to transform lives, a career at George Green’s School has many benefits. These include:
Investing in you:
• A first-class CPL programme, including dedicated weekly CPL sessions and the opportunity to take part in NPQ programmes at a senior level
• Early paid start from July for ECTs
• Large A Level cohort
• Staff wellbeing programme, including in-house counselling
• Excellent amenities on site, including a gym, secure cycle storage and free parking
• A strong, supportive teaching culture
• Embedded strategies for improving the work-life balance for staff, including our marking policy
• Exciting development and teaching opportunities with our partners in City of London and Canary Wharf.
Further details about the role
Qualifications
• Qualified Teacher Status (QTS)
Knowledge and Understanding
• A clear and well-thought out understanding of current educational issues, theory and practice.
• Have a detailed knowledge of the relevant aspects of the students’ National Curriculum and other statutory requirements.
• Have a secure knowledge and understanding of their specialist subject(s).
• Understand progression in their specialist subject(s).
• Cope securely with subject-related questions which students raise and know about students’ common misconceptions and mistakes in their specialist subject(s).
Planning and Setting Expectations
• Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and the students being taught.
• Set appropriate and demanding expectations for students learning and motivation. Set clear targets for students learning, building on prior attainment.
• Identify students who have special educational needs, and know where to get help in order to give positive and targeted support. Implement and keep records on Individual Education Plans (IEPs).
• Plan effectively to meet the needs of students with a range of abilities in a mixed ability setting.
Teaching and Managing Student's Learning
• Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met, momentum and challenge are maintained, and best use is made of teaching time.
• Use teaching methods which keep students engaged, including stimulating students’ intellectual curiosity, effective questioning and response, clear presentation and good use of resources
• Set high expectations for students’ behaviour, establishing and maintaining a good standard of discipline through well- focused teaching and through positive and productive relationships.
Assessment and Evaluation
• Assess how well learning objectives have been achieved and use this assessment for future teaching.
• Mark and monitor students’ class and homework providing constructive oral and written feedback, setting targets for students’ progress.
• When applicable, understand the demands expected of students in relation to the National Curriculum and Key Stage 4 courses.
Student Achievement
• Secure progress towards student targets by using appropriate assessment for learning strategies.
Relations with Parents and the Wider Community
• Know how to prepare and present informative reports to parents/carers.
• Recognise that learning takes place outside the school context and provide opportunities to develop students understanding by relating their learning to real and work-related examples.
• Understand the need to liaise with agencies responsible for students’ welfare.
Managing own Performance & Professional Development
• Understand the need to take responsibility for their own professional development and to keep up to date with research and developments in pedagogy and in the subjects, they teach.
• Understand their professional responsibilities in relation to school policies and practices.
• Set a good example to the students they teach in their presentation and their personal conduct.
• valuate their own teaching critically and use this to improve their effectiveness.
Managing and Developing Staff and Other Adults
Establish effective working relationships with professional colleagues including, support staff and beginning teacher
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.