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- Tasks: Deliver engaging music lessons and support diverse student needs.
- Company: Specialist education recruitment agency with a focus on passionate educators.
- Benefits: Flexible hours, potential for permanent position, and term-time only work.
- Why this job: Inspire the next generation of musicians while developing your teaching skills.
- Qualifications: Qualified Teacher Status (QTS) and experience with KS3 and KS4 classes.
- Other info: Opportunity to make a real impact in a supportive school environment.
The predicted salary is between 28800 - 43200 £ per year.
A specialist education recruitment agency is seeking a passionate Music Teacher for a temporary position in Southsea. The role includes delivering engaging lessons, supporting students with diverse needs, and contributing to the school's development.
Qualified Teacher Status (QTS) is essential, alongside experience in teaching KS3 and KS4 classes. This position offers both part-time and full-time opportunities on a term-time only basis, with the potential to go permanent.
Music Teacher (Secondary) – Flexible Start, Temp-to-Perm in Southampton employer: Teaching Personnel
Contact Detail:
Teaching Personnel Recruiting Team
StudySmarter Expert Advice 🤫
We think this is how you could land Music Teacher (Secondary) – Flexible Start, Temp-to-Perm in Southampton
✨Tip Number 1
Network like a pro! Reach out to fellow teachers, attend local education events, and connect with schools in your area. You never know who might have the inside scoop on job openings.
✨Tip Number 2
Show off your skills! Prepare a mini-lesson or a portfolio of your best work to showcase during interviews. This will help us see how you engage students and handle diverse needs.
✨Tip Number 3
Be flexible and open-minded! Since this role offers both part-time and full-time options, let potential employers know you're adaptable. It shows you're keen to fit into their needs.
✨Tip Number 4
Apply through our website! We make it super easy for you to find and apply for teaching positions. Plus, we’re here to support you every step of the way in landing that dream job.
We think you need these skills to ace Music Teacher (Secondary) – Flexible Start, Temp-to-Perm in Southampton
Some tips for your application 🫡
Show Your Passion for Music: When writing your application, let your love for music shine through! Share your experiences and what inspires you to teach music. We want to see how you can engage students and make lessons fun.
Highlight Your Teaching Experience: Make sure to detail your experience with KS3 and KS4 classes. We’re looking for someone who knows the curriculum inside out, so don’t hold back on sharing specific examples of your teaching successes.
Tailor Your Application: Don’t just send a generic application! Take the time to tailor your CV and cover letter to this role. Mention how you can contribute to the school’s development and support students with diverse needs.
Apply Through Our Website: We encourage you to apply directly through our website. It’s the easiest way for us to receive your application and ensures you don’t miss any important updates about the position!
How to prepare for a job interview at Teaching Personnel
✨Know Your Music Theory
Brush up on your music theory and teaching methods before the interview. Be ready to discuss how you would engage students with diverse needs and adapt lessons for different learning styles.
✨Showcase Your Passion
Let your enthusiasm for music education shine through. Share personal anecdotes or experiences that highlight your passion for teaching and how it has positively impacted your students.
✨Prepare for Scenario Questions
Expect questions about classroom management and lesson delivery. Think of specific examples where you've successfully handled challenges in the classroom, especially with KS3 and KS4 students.
✨Research the School's Culture
Familiarise yourself with the school's ethos and any recent developments. This will help you tailor your responses and show that you're genuinely interested in contributing to their community.
