Teacher of Food Technology

Chellaston Academy, Derby, Derbyshire, DE73 5UB

8 days remaining to apply

• Start date details

  ASAP

• Closing date

  1 February 2026 at 12am (midnight)

• Date listed

  23 January 2026

Job details

• Job role:
  • Teacher
• Visa sponsorship: Visas cannot be sponsored
• Key stage: Key stage 4, Key stage 5
• Working pattern: Full time
• Contract type: Permanent
• Full-time equivalent salary: MPS/UPS £32,916 - £51,048

Teacher of Food Technology job summary

Join us on an exciting journey of transformation and excellence.

At Tapestry Learning Partnership, we believe in the power of education to change lives. Formed in January 2026 through the merger of two strong trusts, QEGSMAT and Djanogly Learning Trust, we are building a future where every child succeeds and flourishes. 

About the Role

A Teacher of Food Technology is responsible for delivering high‑quality teaching across Key Stages 3 and 4, ensuring students gain essential practical skills, strong subject knowledge, and an understanding of nutrition, food preparation, and the wider food industry. The role includes planning engaging lessons, assessing pupil progress, and supporting the wider school ethos.

Who We’re Looking For

We are seeking an enthusiastic and committed Food Technology Teacher to join our vibrant team at Chellaston Academy. You will inspire students across KS3 and KS4 through engaging practical and theory-based lessons, bringing strong subject knowledge, creativity, and a passion for helping young people achieve their full potential. If you are motivated, student‑focused, and eager to contribute to a supportive and values‑driven school community, we would be delighted to receive your application.

About Chellaston Academy

At Chellaston Academy, children are at the heart of everything we do. Our vision is to create mature, confident and successful global citizens who can thrive in an ever‑changing world, guided by our shared values of Integrity, Care and Excellence.

While strong academic outcomes matter, we believe success is defined by far more than examination results. We are committed to developing the whole person, nurturing qualities such as self‑confidence, self‑belief and self‑esteem, and recognising and celebrating individual talents.

Our students benefit from a broad and balanced curriculum, and we work closely with parents and carers to ensure that, when expectations are high and shared, every child can achieve great things. This includes promoting an excellent attitude centred on respect, high standards of appearance, good manners, full attendance and punctuality.

Chellaston Academy is a school where:

• Diversity is celebrated and inclusion shapes everything we do.
• Children feel safe, happy and supported.
• High expectations drive achievement for all.
• Relationships between staff and students are strong, respectful and built on trust.
• Staff wellbeing is valued, and colleagues genuinely enjoy being part of our community.

Why Join Tapestry?

As part of our Trust, you’ll benefit from:

• A supportive network of professionals who share your commitment to excellence
• High-quality professional development and career progression opportunities
• A caring, inclusive organisation that values staff wellbeing and work–life balance
• Access to a range of employee benefits designed to promote health and wellbeing 

This is your chance to be part of something special. Help us shape the future and make a lasting impact.

Purpose of the Post

• Raise standards of student attainment and achievement within the whole curriculum area and to monitor and support student progress.
• Be accountable for student progress and development within the classes taught.
• Develop and enhance the teaching skills and strategies in line with the teacher standards.
• Support and challenge student groups in their learning.
• Help build independent life-long learners

Key Duties and Responsibilities

Main Duties;

Teaching;

• To undertake an appropriate programme of teaching in accordance with the duties expected within the teacher standards.
• Plan lessons to meet learning objectives.
• Make effective use of data to plan learning.
• Have a clear understanding of subject progression.
• Give appropriate feedback through a variety of sources to promote further learning.
• Carefully frame questions to ascertain understanding and promote further learning.
• Use peer and self-assessment to further enhance learning.
• Set clear curricular targets for each student/group.
• Teachers are expected to support the personalised learning agenda, i.e. tailor education to ensure that every student achieves and reaches the highest standards possible.
• Ensure that the desired standard of students’ presentation, effort and learning are achieved.
• Take part in developing the department’s curriculum area with respect of any specific need associated with teaching and learning.
• Participate in and contribute to professional development and appropriate in-service training. 

Pastoral Provision;

• Monitor student attendance together with students’ progress and performance in relation to targets set for each individual, ensuring that follow-up procedures are adhered to, and that appropriate action is taken where necessary.
• Ensure the behaviour management systems are implemented in your teaching so that effective learning can take place.
• Act as a Form Tutor and to carry out the duties associated with that role as outlined in the tutor standards. 

Communications;

• Ensure that you are familiar with the Academy’s aims and objectives.
• Ensure effective communication/consultation as appropriate with the parents of students.
• To liaise with partner academies, higher education, Industry, Examination Boards, Awarding Bodies and other relevant external bodies as and when necessary to further enhance the learning of students.

 Additional Duties;

To play a full part in the life of the academy community, to support its distinctive mission and ethos and to encourage and ensure staff and students to follow this example. 

Personal and professional conduct;

• A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher's career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: 
• Treating 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 students' well-being, 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 students' vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.

The post holder is expected to;

• Maintain strict confidentiality and adhere to data protection legislation and associated Trust policies at all times.
• Demonstrate a clear understanding of, and commitment to, safeguarding and child protection, maintaining an awareness of relevant procedures and responsibilities.
• Comply with the Trust’s Health and Safety Policy and ensure safe working practices in the performance of all duties.
• Uphold and promote the principles of the Trust’s Equal Opportunities Policy in all aspects of the role.
• Adhere to all other relevant Trust and school policies and procedures.
• Undertake any training and professional development necessary to effectively carry out the duties of the post.
• Perform any other reasonable duties commensurate with the level and responsibilities of the role, as required by the Trust.
• Teachers must understand, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Further information about the job

The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.

Visas cannot be sponsored.

If you're interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Applying for the job

This school accepts applications through their own website, where you may also find more information about this job.

CVs will not be accepted for this application.

About Chellaston Academy

• School type: Academy, ages 11 to 18
• Education phase: Secondary school
• School size: 1815 pupils enrolled
• Age range: 11 to 18
• Ofsted report: View Ofsted report
• School website: Chellaston Academy website
• See more jobs: teaching-vacancies.service.gov.uk/organisations/chellaston-academy

At Chellaston Academy, we believe that academic outcomes are important, and our expectation is that we will achieve national progress standards. However, we do not measure the success of our students by their examination results alone. We believe developing the whole person to be vitally important as well. Students access a balanced curriculum, and we continually strive to develop characteristics such as self-confidence, self-belief and self-esteem and make sure individual talent is recognised and nurtured.

We believe that when the school, parents/carers and students share high expectations every child will achieve great things. This includes having an excellent attitude centred on respect, high standards of appearance, good manners, full attendance and punctuality.

We believe that Chellaston Academy is a vibrant and successful school where all students thrive through our shared principles of Question, Explore, Give and Succeed.

Question – All students are given the opportunity to question who they are and why they want to be; to question their understanding and their actions. They learn how to question in a considered way, and then to listen to the response.

Explore – At Chellaston we give students opportunities and experiences, both in and beyond the classroom, educating the whole child and afforded them, looking for new ways to accomplish their goals, examining others’ values and beliefs, and exploring the world around them.

Give – At Chellaston our staff and students are expected to give their very best in all that they do; they give their time and experience to help others, always giving equal respect to all.

Succeed – We are a successful school. Success is celebrated and promoted with all members in our community. We want all of our students to succeed – individually and as part of a team – to be courageous and to succeed with good spirit and humility, developing resilience and character to succeed, even if at first, they fail.

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