Job descriptionA well-established and forward-thinking 11–18 secondary school in Selby, North Yorkshire is seeking to appoint a knowledgeable and enthusiastic Teacher of Geography to join its Humanities faculty from January 2026 . This is a full-time, permanent position offering the opportunity to work within a school that values curriculum depth, high expectations, and professional collaboration. This role would suit a Geography teacher who enjoys helping students make sense of the world around them, from physical landscapes to complex human systems, and who values a curriculum that develops both strong subject knowledge and transferable analytical skills. The Role You will teach Geography across Key Stages 3 and 4 , with the opportunity to contribute to A-Level Geography for candidates with the appropriate experience or interest. The department delivers a carefully sequenced curriculum that builds students’ geographical knowledge and skills progressively over time. At Key Stage 3, students are introduced to both physical and human geography through engaging, enquiry-based units. Lessons focus on developing core geographical concepts such as place, scale, interdependence and sustainability, while also building map skills, data interpretation and extended writing. At GCSE, the curriculum balances exam preparation with meaningful geographical understanding. Students are supported to develop confident written responses, apply case studies accurately, and interpret data and resources effectively. Regular retrieval practice and structured modelling are embedded across the department. Where A-Level teaching is involved, students engage in more complex geographical debates, independent research and fieldwork-based enquiry. Teachers are encouraged to draw on current global issues to enrich learning and promote critical thinking. The Geography Department The Geography department is a stable and collaborative team within the wider Humanities faculty. Teachers work closely together to plan lessons, share resources and moderate assessments, ensuring consistency while maintaining professional autonomy in the classroom. Schemes of work are well established and centrally stored, reducing unnecessary planning workload. Department meetings are purposeful and focused on teaching and learning rather than administration. Fieldwork is valued but approached realistically. Local fieldwork opportunities are carefully planned to support curriculum content, and all trips are fully supported by senior leadership. The department also makes effective use of local and regional case studies to help students connect geographical concepts to their own environment. The School This is a Good school with a strong reputation in the local area for its inclusive ethos, calm learning environment and consistent standards. The school serves a mixed community and places high value on fairness, respect and positive relationships. Behaviour systems are clear, consistent and well supported by leadership, allowing lessons to remain focused and purposeful. Teachers report that students are generally engaged and responsive, and that support is readily available when challenges arise. Pastoral care is well structured, with tutors, heads of year and pastoral teams working closely together to support student wellbeing, attendance and progress. Teachers are not expected to manage complex pastoral issues alone. Facilities and Learning Environment The Humanities department is based in a dedicated area of the school, with classrooms designed to support discussion, explanation and extended writing. Teaching rooms are well maintained and equipped with interactive screens and visualisers, enabling effective modelling of exam responses and geographical skills. The school provides access to shared digital resources, including maps, data sets and case study materials. These resources are used to enhance learning rather than replace strong classroom teaching. The wider school environment is orderly and well organised, with clear routines that support both staff and students. Professional Development Professional development is a clear priority within the school. Teachers have access to a structured CPD programme that includes both whole-school training and subject-specific development. Geography teachers are encouraged to engage with current educational research and exam board updates. Opportunities for peer observation and collaborative planning are built into the school calendar, supporting reflective practice and professional dialogue. Staff are encouraged to share successful strategies and learn from one another. For teachers interested in progression, there are opportunities to take on additional responsibility within the department or across the Humanities faculty, supported by mentoring and leadership development. Workload and Staff Wellbeing The school takes a realistic and thoughtful approach to workload. Marking policies are designed to be impactful rather than excessive, and data collection is purposeful and limited to what genuinely supports student learning. Leadership actively seeks staff feedback and is willing to review processes that create unnecessary pressure. This has contributed to a stable staff body and positive working culture. Teachers describe the school as well organised, supportive and focused on sustainable improvement rather than constant change. The Ideal Candidate The successful candidate will: Hold QTS (or be eligible for QTS) Have strong subject knowledge in Geography Be confident teaching across KS3 and KS4 (KS5 desirable but not essential) Value structured curriculum planning and collaboration Be enthusiastic about developing students’ geographical understanding Maintain high expectations for behaviour and achievement Be reflective, organised and committed to professional growth This role would suit an experienced Geography teacher seeking a stable, well-led school, or a developing teacher ready to grow within a supportive department. Why Join This School? A collaborative and well-established Geography department Calm classrooms and consistent behaviour systems Supportive leadership and realistic workload expectations Opportunities for professional development and progression A welcoming school community in a well-connected North Yorkshire town Application If you are a Teacher of Geography seeking a January 2026 move to a school that values professional trust, subject expertise and high-quality teaching, we would be pleased to receive your CV.
