Teacher of Mathematics
Kelso High School
Scottish Borders, The
- Expired
- Salary:
- Grade: CS0-6, £21,867 - £34,887 per annum
- Job type:
- Full Time, Permanent
- Apply by:
- 12 July 2015
Job overview
Full Time, 35.00 hours per week
Role Purpose
To enable all young people to become successful learners, confident individuals, responsible citizens and effective contributors, within the context of teaching the subject.
Essential
A teaching qualification in Mathematics.
Registration with General Teaching Council for Scotland
Evidence of Continued Professional Development
Closing date: 12 July 2015
About Kelso High School
- Kelso High School
- Bowmont Street, Kelso
- Roxburghshire
- TD5 7EG
- United Kingdom
Kelso High School is a co-educational school based in Roxburghshire for students aged 11-18. It is a non-denominational school.
Pupils come to the school from the town of Kelso, the villages of Ednam, Eckford, Heiton, Stichill, Smailholm, Sprouston, Morebattle, Roxburgh, Yetholm and the rural hinterlands. The school has 6 associated primary schools.
The school was established in 1878 and the number of students attending reached a peak of 888 in 1981. Since then changes to the school's catchment area has meant that the roll has settled at around 700.
Headteacher
Jill Lothian
Values and vision
Kelso High School has committed itself to building on students’ natural curiosity and enthusiasm for learning. It wishes to promote high self-esteem and a sense of responsibility amongst students. At the school, there is a desire to set achievable and high expectations for all students and to create a climate of praise and positive reinforcement.
Education Scotland
“Almost all young people engage well in lessons and show confidence when responding to questions and giving explanations. They show particular interest in tasks which let them be active in their learning through collaborating with each other or which require them to think for themselves. Teachers give clear explanations and use questions well to monitor understanding but need to be more consistent in sharing learning intentions and in giving young people choices about aspects of their learning.”
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