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
The Design & Innovation faculty delivers a range of Level 1 and 2 technical and vocational subjects with a high uptake at Key Stage 4, providing our students with meaningful career pathways linked to the local labour market. The department has state of the art resources including 3 ICT suites, 3D printers, a large format laser cutter, and CNC routers, lathes and mills. Subjects currently taught at Key Stage 4 include Design & Technology, Food & Cookery, Creative iMedia, Textiles, Business Studies, Engineering and Construction. Applications from colleagues with experience of Construction and/or Engineering would be particularly welcome.
Who We’re Looking For
You’ll be a strong Teacher of Design & Technology, someone who combines creativity, technical expertise, and excellent classroom practice to inspire students in both design thinking and practical skills. Bringing solid knowledge of materials, manufacturing processes, and CAD/CAM, while ensuring the workshop is safe, well‑organised, and compliant with health and safety expectations. To plan engaging lessons that develop problem‑solving, innovation, and resilience, supporting students of all abilities to design, prototype, and evaluate effectively. You will work collaboratively with colleagues and technicians, communicate clearly, and show enthusiasm for modern design, sustainability, and emerging technologies. Above all, to create a positive learning environment where students feel confident, challenged, and excited by the possibilities of Design & Technology.
About City of Derby Academy
Serving a wonderfully diverse community with over 40 home languages, our vision is simple yet powerful, ‘improving the life chances of all students’. We offer a rich and ambitious curriculum, strong pastoral care, and exceptional enrichment opportunities, including trips, activities, and a thriving Combined Cadet Force contingent. Our students are supported to develop both academically and personally, gaining the knowledge, skills and character they need for the next stage of their education, employment or training.
City of Derby Academy is a school where:
- Diversity is celebrated and inclusion is at the heart of everything we do
- Students feel safe, happy and supported
- High expectations drive achievement for all
- Relationships between staff and students are strong and respectful
- Staff wellbeing is valued, and colleagues enjoy working here
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
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
Key Duties and Responsibilities
- Teach Design & Technology across the 11-16 age range in accordance with the ECT/Teachers’ Standards;
- Contribute to the provision of an appropriately broad, balanced, relevant, ambitious and differentiated curriculum in accordance with the aims of the school, Tapestry Learning Partnership, and Governing Body;
- Raise standards of student achievement within the curriculum area;
- Promote students' social, moral, spiritual and cultural development;
- Help to develop confident, independent life-long learners;
- As a Form Tutor, monitor attendance, behaviour and progress, ensuring that follow-up procedures are adhered to and that appropriate action is taken where necessary, including contact with parents;
- Contribute to the life of the school community, support its distinctive ethos of being Respectful, Responsible and Ready to Achieve, and encourage students to follow this example.
A teacher must;
1, Set high expectations which inspire, motivate and challenge students;
- establish a safe and stimulating environment for pupils, rooted in mutual respect
- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2, Promote good progress and outcomes by students;
- be accountable for pupils’ attainment, progress and outcomes
- be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
- guide pupils to reflect on the progress they have made and their emerging needs
- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- encourage pupils to take a responsible and conscientious attitude to their own work and study.
3, Demonstrate good subject and curriculum knowledge:
- have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
- demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.
- if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
- if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4, Plan and teach well - structured lessons:
- impart knowledge and develop understanding through effective use of lesson time.
- promote a love of learning and children’s intellectual curiosity.
- set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
- reflect systematically on the effectiveness of lessons and approaches to teaching.
- contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5, Adapt teaching to respond to the strengths and needs of all students:
- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
- demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development.
- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6, Make accurate and productive use of assessment:
- know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
- make use of formative and summative assessment to secure pupils’ progress
- use relevant data to monitor progress, set targets, and plan subsequent lessons
- give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7, Manage behaviour effectively to ensure a good and safe learning environment:
- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
- have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
- manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
- maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8, Fulfil wider professional responsibilities:
- make a positive contribution to the wider life and ethos of the school.
- develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively
- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
- communicate effectively with parents with regard to pupils’ achievements and well-being.
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.
- Teachers must understand, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
OTHER DUTIES (AS APPROPRIATE)
- Act as a Form Tutor and carry out the duties associated with that role, including supporting the Head of Year in monitoring and maintaining student progress, behaviour and attendance.
- Support with duty rotas.
- Engage with the school/Trust Quality Assurance procedures.
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.