Royal School for the Deaf Derby
Job Description and Person Specification
Royal School for the Deaf Derby is a child centred day and residential school providing
deaf children aged 3 – 19 with access to language (English and BSL), literacy and all
curriculum areas. We are an inclusive speaking and signing community working hard
to prepare young people for life beyond school promoting self-esteem and a positive
sense of identity.
TITLE OF ROLE
Teacher of ICT/Computer Science in Secondary Department
JOB PURPOSE
To actively participate in raising the standard of teaching and learning in ICT & Computer
Science at Key Stage 3 and 4.
To ensure the best possible learning outcomes for pupils of all abilities in these subject areas.
SUPERVISORY RESPONSIBILITIES
To whom:
Coordinator of Secondary Department
For whom:
Education Assistants, volunteers or students on placement allocated to your
classes.
FUNCTIONAL RELATIONSHIPS
Co-ordinator of Secondary Department
Complex Special Educational Needs Co-ordinator
Co-ordinator of Literacy
Data Analyst
Specialist Speech and Language Therapists and Audiologist
Other Teachers in Secondary Department
JOB OUTLINE
 To plan, deliver, record and report on the development, progress, attainment and
achievement of pupil’s learning ICT/Computer Science
 To teach clearly structured lessons/sequences of work which interest and motivate
children and;
-
Have clear learning objectives which are shared with learners
-
Use a variety of teaching and learning strategies matched to the individual
needs of pupils
-
Set work at the right level of difficulty for all pupils based on high expectations
-
Take pupils’ starting point into account when planning to ensure work is closely
matched to their learning needs
-
Take into account inclusion and diversity
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Royal School for the Deaf Derby
Job Description and Person Specification
 To establish a purposeful learning environment where children and young people feel
engaged and confident; where there are opportunities to maximise teaching and learning
 To set appropriately challenging teaching and learning targets for whole class, groups or
individuals including differentiated homework activities
 To evaluate the achievement of learning objectives. Use this information to continuously
improve teaching practice
 Systematically assess and record pupil progress, maintain records of successful learning,
pupil strengths and weaknesses. Use these records to inform planning and discern the
level at which the pupil is achieving
 To provide consistent and clear feedback to pupils about how they can improve their work
and achieve their targets
 To collaborate with other teachers to maximise opportunities for improving literacy skills
across the curriculum especially opportunities for pupils to write at length
 Keep abreast of changes in the subject area and the way it is taught, including
participating in whole school and external continuing professional development
opportunities
 To work closely with the Specialist Speech and Language Therapists, Educational
Audiologist and Complex Special Educational Needs Co-ordinator in the delivery of
specific aspects of the curricula.
 To prepare and present informative reports to parents and carers; prepare and submit
accurate information for Annual Reviews by the date requested
 Mark and monitor pupils’ work, give constructive feedback, share targets as required
 To deliver assembly on a rota basis
 To be a form tutor and share responsibility for the academic and pastoral care of a small
group of children including home/school liaison
 To be aware of and align teaching practice with the communication profiles of individual
pupils
 To support the audiological needs of pupils including checking audiological equipment
such as hearing aids and implants. Report any faults or concerns to the Audiologist or
Audiology Assistant.
 To supervise pupils at normal recess and at the end of the day on a rota basis
 To liaise with other professionals including Social Services, physical and mental health
professionals, voluntary organisations
Respecting the rights, dignity and worth of all young deaf learners, all staff must treat all deaf
learners equally regardless of sex, ethnic origin, religion, political persuasion or ability. ALL
STAFF ARE EXPECTED TO PROACTIVELY COMPLY WITH THE SCHOOL’S HEALTH AND SAFETY, EQUAL
OPPORTUNITIES AND SAFEGUARDING POLICIES AND PROCEDURES WHEN GOING ABOUT THEIR DAY TO
DAY ACTIVITIES.
All staff should be committed to the communication approach of the School which values
equally BSL and English. They should be prepared to improve their own bilingual skills
(whether this is improving their BSL or English skills) as well as helping others to do so. They
must be committed to good working by hearing /deaf teams.
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Royal School for the Deaf Derby
Job Description and Person Specification
Outline Person Specification
Qualifications
Teaching Qualification
Essential
Desirable


Qualified Teacher and subject specialist in ICT/Computer Science
Qualified Teacher of the Deaf or willing to start training within 3 years of
appointment

British Sign Language Levels 1 and 2 (or willing to start training upon
appointment)

Knowledge, Understanding, Experience
Up to date knowledge of relevant Key Stages and National Curriculum
requirements together with accredited examinations

Recent experience of planning, preparing, delivering and assessing pupil
progress and attainment in ICT/Computer Science

Knowledge of a range of ICT/Computer Science curricula and their
appropriateness for pupils with different abilities

Knowledge and understanding of a range of teaching and learning styles,
strategies and interventions

Knowledge of how to safeguarding children and young people


Teaching and learning for young deaf learners
Skills
Able to differentiate curricula and resources to ensure pupils of all abilities
enjoy and achieve their potential

Able to form and maintain appropriate relationships and personal
boundaries with children and young people

Able to analyse data including tracking of pupil progress and trends,
evidencing school performance, improvement and target setting

The ability to de-esculate potentially challenging situations

Able to create a happy, challenging and effective learning environment

The ability

Personal Attributes
Emotionally resilient and demonstrates the ability to work in a variety of
settings

Commitment to the protection of children and young people

Ability to establish productive partnerships with pupils, parents, carers and
the wider community of the school

Ability to demonstrate honesty and integrity and uphold public trust and
confidence in the teaching profession

Fitness to Teach.
Physically and mentally able to undertake the prescribed teaching activities
set out in The Education (Health Standards) (England) Regulations 2003
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