Teacher of Design Technology

Teacher of Design Technology
from September 2026

The School

Queen  Elizabeth’s  Grammar  School  and  Queen  Elizabeth’s  Primary  School  together  form  QEGS  Blackburn
Academy Trust. A former Direct Grant Grammar School, founded in 1509, it caters for approximately 900 pupils
and students (11 to 18). The School is fully coeducational. The school is rated Good by Ofsted.

During  the  1990s  and  2000s  with  the  demise  of  the  Assisted  Places  Scheme,  Queen  Elizabeth’s  Grammar
School as an independent school gradually became a smaller school and although what we did was good we
decided that an alternative model would be better for securing our future and enabling us to remain true to our
original roots as a school for pupils and students of diverse backgrounds without charging fees. Thus we became
a Free School in September 2014, creating many opportunities for increasing the breadth of our curriculum and
extra-curricular activities. Our ethos remains the same: a commitment to high aspirations for all and educating
pupils  and  students  so  they  become  well-rounded,  confident  individuals  who  will  go  on  to  make  a  positive
contribution to society.

Both schools enjoy a reputation for academic excellence. Queen Elizabeth’s Grammar School continues to draw
pupils and students from a wide area of north and east Lancashire. Students proceed to the universities of Oxford
and  Cambridge,  as  well  as  other  well  renowned  institutions  and  almost  all  the  Year  13  students  go  on  to
university or highly competitive apprenticeship schemes.

Both schools remain committed to a wide range of extra-curricular activities. Facilities are excellent, including a
large sports hall, refurbished sports fields, swimming pool and Sixth Form Centre. Investment in CPD is generous
with staff taking part in a wide range of internal and external courses designed to improve and support teaching,
innovative  behaviour  techniques  and  curriculum  delivery.  Innovative  and  up-to-date  in  our  approach,  we
nonetheless remain conscious of our long and fine tradition.

Both  schools  are  committed  to  providing  a  traditional  academic  education.  In  Queen  Elizabeth’s  Grammar
School, pupils study a full range of subjects with the aim that all pupils take at least 10 GCSEs at the end of Year
11.

In  the  Sixth  Form,  we  offer  a  suite  of  over  20  A  level  subjects,  with  most  students  choosing  to  study  three
subjects.

The successful candidate will be in sympathy with the aims and ethos of independent education (without fees)
and will wish to participate in the extra-curricular life of the school.

We are committed to the safeguarding of children. Our safeguarding policy, which is regularly reviewed,
is  on  our  website.  All  offers  of  employment  are  conditional  upon  appropriate  checks,  including  an
enhanced DBS and Prohibition List check.

The post

The School seeks to appoint a full time Teacher of Design Technology from September 2026, to teach pupils
and students from Year 7 to Year 11, with the possibility of teaching A level for the right candidate.

The successful candidate will:

•  Demonstrate the potential to ensure exceptional progress for our pupils and students
•  Be committed to Queen Elizabeth’s ethos of high expectations
•  Have the resolve to make a real difference to the lives of pupils and students.

Remuneration will be set according to qualifications and experience. All teachers are members of the Teachers’
Pension Scheme.

Applicants must have a good, relevant degree and have a PGCE. Applications are welcomed from those new
to the teaching profession and full support is provided in regards to ECT training.

The Faculty

The Creative Faculty consists of Art, Design Technology and Music. The creative subjects are a highly valued
aspect of our whole school curriculum and creativity is an integral part of our mission and ethos. We aim to deliver
an  education  that  is  a  broad  and  exciting  experience  for  all  of  our  children.  We are  focused on  nurturing  and
stretching the creative experience of every pupil and student. This ranges from the curriculum we offer, to how
we celebrate creativity within the whole school and wider community.

The Faculty consists of ten teaching staff and one Design Technology technician. The Faculty is well resourced
with specialist teaching rooms, including specialist IT access, and studios.

At Key Stage 3 we follow a two year course where Art, Design Technology and Music are compulsory subjects
for years 7 and 8. Pupils are taught in half class sizes (approximately 15 pupils) for three periods per two week
cycle.

Design Technology is a very popular optional subject at both GCSE and A level.  We offer a three year GCSE
course and in Design Technology we follow the AQA specification for Product Design. At A level we enter our
Design Technology students for AQA Product Design.

Design  Technology  is  taught  in  its  own  building  which  contains  2  workshops  and  an  IT  suite.  In  2024  we
significantly invested in new machinery to ensure we have excellent resources.

In all creative subjects we offer a variety of extracurricular opportunities, ranging from after school clinics, tutorials,
visits, competitions and visits from artists/designers and musicians,  which is reflected in us being an Artsmark
Platinum School.

Job Description

All teachers are expected to:

•  Set high expectations which inspire, motivate and challenge pupils/students by:

   Establishing a safe and stimulating environment for pupils/students, rooted in mutual

respect.

   Setting goals that stretch and challenge pupils/students of all backgrounds, abilities

and dispositions.

   Demonstrating  consistently  the  positive  attitudes,  values  and  behaviour  which  are

expected of pupils/students.

•  Promote good progress and outcomes for pupils/students by:

   Being accountable for pupils’/students’ attainment, progress and outcomes.
   Being  aware  of  pupils’/students’  capabilities  and  prior  knowledge,  and  planning

teaching to build on these.

   Guiding pupils/students to reflect on the progress they have made and their emerging

needs.

   Demonstrating knowledge and understanding of how pupils/students learn and how

this impacts teaching.

   Encouraging pupils/students to take a responsible and conscientious attitude to their

own work and study.

•  Demonstrate good subject and curriculum knowledge by:

   Having a secure knowledge of the relevant subjects and curriculum areas, fostering
the  subject,  and  addressing

interest

in

and  maintaining  pupils’/students’
misunderstandings.

   Demonstrating a critical understanding of developments in the subject and curriculum

areas, and promoting the value of scholarship.

   Demonstrating  an  understanding  of  and  taking  responsibility  for  promoting  high
standards of literacy, articulacy and the correct use of standard English, whatever the
teacher’s specialist subject.
[EYFS  and  primary  teachers  only]  Demonstrating  a  clear  understanding  of
systematic synthetic phonics for early reading.
[EYFS  and  primary  teachers  only]  Demonstrating  a  clear  understanding  of
appropriate teaching strategies for early maths.

•  Plan and teach well-structured lessons by:

Imparting knowledge and  developing understanding through effective use of lesson
time.

   Promoting a love of learning and children’s intellectual curiosity.
   Setting homework and planning other out-of-class activities to consolidate and extend

the knowledge and understanding pupils/students have acquired.

   Reflecting systematically on the effectiveness of lessons and approaches to teaching.
   Contributing to the design and provision of an engaging curriculum within the relevant

subject areas.

•  Adapt teaching to respond to the strengths and needs of all pupils/students by:

   Knowing when and how to differentiate appropriately, using approaches which enable

pupils/students to be taught effectively.

   Having a secure understanding of how a range of factors can inhibit pupils’/students’

ability to learn, and how best to overcome these.

   Demonstrating an awareness of the physical, social and intellectual development of
children, and knowing how to adapt teaching to support pupils’/students’ education at
different stages of development.

   Having  a  clear  understanding  of  the  needs  of  all  pupils/students,  including
pupils/students  with  SEND,  pupils/students  of  high  ability  and  pupils/students  with
EAL, and be able to use and evaluate distinctive teaching approaches to engage and
support them.

•  Make accurate and productive use of assessment by:

   Knowing and understanding how to assess the relevant subject and curriculum areas,

including statutory assessment requirements.

   Making  use  of  formative  and  summative  assessment  to  monitor  pupils’/students’

progress.

   Using relevant data to monitor progress, set targets, and plan subsequent lessons.
   Giving  pupils/students  regular  feedback,  both  orally  and  through  accurate  marking,

and encouraging pupils/students to respond to the feedback.

•  Manage behaviour effectively to ensure a good and safe learning environment by:

   Having clear rules and routines for behaviour in classrooms and taking responsibility
for promoting good and courteous behaviour both in classrooms and around the Trust
site, in accordance with the Trust’s Behaviour Policy.

   Having high expectations of behaviour and establishing a framework for discipline with
a range of strategies, using praise, sanctions and rewards consistently and fairly.
   Managing  classes  effectively,  using  approaches  which  are  appropriate

to

pupils’/students’ needs in order to involve and motivate them.

   Maintaining good relationships with pupils/students, exercising appropriate authority,

and acting decisively when necessary.
•  Fulfil wider professional responsibilities by:

   Making a positive contribution to the wider life and ethos of the Trust.
   Developing  effective  professional  relationships  with  colleagues,  knowing  how  and

when to draw on advice and specialist support.

   Deploying support staff effectively.
   Taking  responsibility  for  improving  teaching  through  appropriate  professional

development, responding to advice and feedback from colleagues.

   Communicating  effectively  with  parents/carers  with  regard  to  pupils’/students’

achievements and wellbeing.

Personal and professional conduct

•  Uphold public trust in the profession and maintain high standards of ethics and behaviour,

within and outside your School in the Trust, by:
   Treating pupils/students with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s professional
position.

   Having  regard  for  the  need  to  safeguard  pupils’/students’  wellbeing,  in  accordance

with statutory provisions.

   Showing tolerance of and respect for the rights of others.
   Not  undermining  fundamental  British  values,  including  democracy,  the  rule  of  law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs.

   Ensuring

that  personal  beliefs  are  not  expressed

in  ways  which  exploit

pupils’/students’ vulnerability or might lead them to break the law.

•  Have proper and professional regard for the ethos, policies and practices of the Trust, and

maintain high standards in attendance and punctuality.

•  Have an understanding of, and always act within, the statutory frameworks which set out

teachers’ professional duties and responsibilities.

Applications

Applications  must  be  submitted  by  email  to  head@qegsblackburn.com,  by  post,  or  via  the  TES  application
process. For applications that are not made via the TES, these should take the form of a letter of no more than
2 A4 sides in Arial point 11, accompanied by your curriculum vitae and a completed application form, available
from our website, www.qegsblackburn.com. These should be received by no later than noon on Wednesday 18th
March 2026

All applications will be acknowledged. Interviews will be held in the commencing week and the appointment will
be  made  as  soon  as  possible  thereafter.  Documentation  to  be  brought  to  interview:  passport,  driving
licence,  A  level,  degree  and  PGCE  certificates,  two  utility  bills  or  statements  and  documentation
confirming NI number.