Head of Spanish

Head of Spanish

• £36,767 - £53,995 plus TLR and generous benefits package
• Outstanding Secondary School in Hillingdon
• September 2025
• Head of Spanish

Requirements - Head of Spanish

• Outstanding teaching and interpersonal skills
• A strong MFL background with ability to teach Spanish subject to GCSE and A Level essential
• Evidence of ambition and a commitment to continuing professional development
• An innovative approach to teaching languages, rooted in the latest research.
• The desire to maximise the performance of all students and ensure the very best progress for all

Head of Spanish

The MFL department provides a dynamic, innovative and supportive environment where engaging and varied lessons enable students to realise their potential. Students use language with confidence and enjoy learning about other cultures. There are currently five full-time members and one part-time member of the languages department, with some staff also teaching in other subject areas and many in middle or senior leadership positions across the school.

Students study Spanish and French in Years 7-9. From Year 10 onwards, 75% of each student cohort studies a language to GCSE, with most of those students continuing to study Spanish and French. Good numbers of students also opt to continue French and Spanish at A-level - the talent exhibited within the school around learning languages is obvious.

Job Description - Head of Spanish

Heads of Department are key leaders within the School and their role carries significant leadership and management responsibilities. It is essential that they give active support to the vision and ethos. The areas of responsibility include teaching and learning, vision for the department, strategic planning, monitoring and evaluation, behaviour for learning, resources, the learning environment.

Key Tasks To create a curriculum that inspires students to become effective lifelong learners by:

1. Ensuring high standards of teaching and learning for all students throughout the department.
2. Developing a curriculum vision and plan.
3. Creating Schemes of Learning which enable all students to become effective learners.
4. Producing a strategic three year plan to deliver the faculty vision which is supported by an annual action plan.
5. Completing an annual self-review of the department carried out in support of the Faculty SEF, including an analysis and commentary of student academic performance. The conclusions of the report should then be used to modify the strategic plan.
6. Contributing to discussions on course selection and implementation.
7. Collaborating effectively with partner primary schools to ensure a smooth transition for new students.
8. Monitoring and evaluating the quality of learning including planning, lesson delivery, teacher feedback, assessment, differentiation and classroom management.

To ensure that all members of staff within the department are motivated and supported to perform at their best by:

1. Communicating a clear department vision which encourages ownership, team spirit and commitment from the faculty members.
2. Line managing and professionally developing staff in such a way that they perform at their best.
3. Meeting regularly with their line manager and keeping her/him informed of developments within the department.

To provide a secure and safe learning environment for all students so that they develop into self-confident and self-motivated learners by:

1. Being active in providing for the care of student well being.
2. Contributing to assemblies in a way which support the Academy ethos.
3. Maintaining the highest standards of student behaviour so that all students are able to learn effectively.
4. Ensuring productive communication with parents so that they remain well informed about their children's progress and achievements as well as any incidents of poor behaviour.

To set challenging targets for all students and staff, and provide the support, guidance and accountability framework necessary to achieve these targets by:

1. Devising and implementing department student assessment systems which enable student underachievement to be identified and acted upon at an early stage.
2. Coordinating effective intervention strategies which support students so that they make the progress that is expected of them.
3. Identifying excellent practice within the department and coordinating the sharing of practice through a planned and systematic timetable of observations, collaborative planning and team teaching.

Reeson Education:

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