Are you a current Primary Trainee Teacher seeking the ideal school in which to begin your induction year in from September 2019? Ideally are you hoping to teach a Year 3 or Year 4 class as a Key Stage 2 Teacher (NQT?
If you are a Key Stage 2 Teacher (NQT) looking for a superb school in which to teach a Year 3 or 4 class, then this is the post for you!
• Key Stage 2 Teacher (NQT) Required
• Year 3 or 4 Class in Good Primary School - Key Stage 2 Teacher (NQT)
• Ideal Post for Key Stage 2 Teacher (NQT) – September 2019
• 100% Success Rate in Induction Year for Key Stage 2 Teacher (NQT)
• MPS – Inner London - Key Stage 2 Teacher (NQT) – South West London
• 5 minute walk from a busy tube station
• Immediate Interview Guaranteed for any Key Stage 2 Teacher (NQT)
A Key Stage 2 Teacher (NQT) is required by an outstanding primary in South West London from September 2019. This Key Stage 2 Teacher (NQT) post is ideal for an NQT who has the determination and teaching ability to become an outstanding practitioner. This post requires a positive and dedicated Key Stage 2 Teacher (NQT) who possesses an efficient approach to lesson planning and preparation. You will be able to deliver engaging and thought provoking lessons that are fun to participate in whilst being effective at driving attainment in the long term.
The school needs a Key Stage 2 Teacher (NQT) who has high expectations for student behaviour and attainment, always ready to promote best practice and improvement within the department. The school wants to recruit a Key Stage 2 Teacher (NQT) who has specific strategies and ideas to improve on raising pupil attainment.
The pupils are of mixed ability but all manage to produce high standards of work within the framework of the national curriculum. Their curriculum is well linked and every day as a Key Stage 2 Teacher (NQT) you will be delivering lessons to help improve reading and general learning across many topics and subjects.
Please note: due to the volume of applications, only successful applicants will be contacted.
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