Afrikaans First Additional and English Teacher

Job Description

Employment Type

Full-time teaching position

Purpose of the Position

The school seeks a suitably qualified, experienced and committed teacher to teach Afrikaans First Additional Language within the Technical Occupational Curriculum (TOC) Programme, as well as English.

The successful candidate must be able to adapt teaching methods and learning materials to accommodate learners with varied academic abilities, language needs and learning profiles. The teacher will be expected to create an engaging, structured and supportive classroom environment in which learners can develop functional communication, reading, writing and oral language skills.

Minimum Requirements

The successful candidate must:

• Hold a recognized teaching qualification.
• Be registered with the South African Council for Educators (SACE).
• Have teaching experience in Afrikaans First Additional Language.
• Be competent and confident in teaching English.
• Have a good command of spoken and written Afrikaans and English.
• Have a working knowledge of curriculum planning, lesson preparation, assessment and reporting.
• Be able to maintain effective classroom management and learner discipline.
• Demonstrate professionalism, reliability, patience and sound organizational skills.
• Be able to work collaboratively with colleagues, parents and the school management team.

Advantageous Experience and Skills

The following would be an advantage:

• Experience teaching learners of different age groups who are neuro diverse.
• Experience working with learners who have learning barriers, processing difficulties, language delays or mild to moderate cognitive challenges.
• Knowledge or experience of the Technical Occupational Curriculum.
• Experience adapting lessons, assessments and resources to meet different learner needs.
• Knowledge of differentiated teaching, remedial support and inclusive education.
• Experience using practical, visual, oral and activity-based teaching strategies.
• Ability to teach language through real-life, functional and workplace-related contexts.

Key Responsibilities

Teaching and Learning

• Teach Afrikaans First Additional Language to learners enrolled in the Technical Occupational Curriculum Programme.
• Teach English according to the requirements of the school’s academic programme.
• Prepare structured, engaging and differentiated lessons appropriate to learners’ developmental and academic levels.
• Develop learners’ oral communication, vocabulary, comprehension, reading and writing skills.
• Use practical, visual, interactive and real-life teaching strategies rather than relying only on textbook or lecture-based instruction.
• Relate language learning to everyday life, the workplace, social interaction and functional communication.
• Provide additional support and reinforcement to learners who experience language or learning difficulties.
• Use appropriate educational technology and teaching resources to enhance learning. Curriculum Planning
• Develop annual, termly and weekly teaching plans in accordance with curriculum requirements.
• Ensure that all required curriculum content is taught within the prescribed timeframes.
• Prepare appropriate learning materials, worksheets, activities and classroom resources.
• Adapt curriculum content and teaching materials to accommodate the needs of neurodiverse learners.
• Maintain accurate records of work covered and learner progress.

Assessment and Reporting

• Design and administer formal and informal assessments.
• Use a range of assessment methods, including written, oral, practical and supported assessments where appropriate.
• Provide reasonable assessment accommodations in accordance with school policy and learner support needs.
• Mark learner work accurately and provide constructive feedback.
• Identify learning gaps and implement appropriate remediation and intervention.
• Maintain accurate assessment records and submit marks within required deadlines.
• Prepare meaningful learner reports and contribute to parent feedback meetings.

Learner Support and Inclusion

• Create a safe, structured, respectful and inclusive classroom environment.
• Recognize that learners may communicate, process information and demonstrate understanding in different ways.
• Break learning tasks into manageable steps and provide clear instructions, repetition and reinforcement.
• Support learners in developing confidence, independence and functional language skills.
• Collaborate with the school’s academic team, learner support personnel and parents regarding learner progress and support needs.
• Contribute to Individual Support Plans and learner intervention strategies where required.

Classroom Management

• Establish clear classroom routines, expectations and boundaries.
• Implement the school’s discipline policy consistently and fairly.
• Manage learner behaviour in a calm, respectful and restorative manner.
• Maintain an organized, purposeful and learner-centred classroom.
• Promote positive relationships, mutual respect and responsible learner behaviour.

Professional Responsibilities

• Attend staff meetings, departmental meetings, training sessions and school development programmes.
• Participate in moderation, curriculum review and quality assurance processes.
• Contribute to school activities, events and the broader life of the school.
• Communicate professionally with parents, colleagues and school management.
• Maintain confidentiality regarding learner, parent and staff matters.
• Uphold the school’s values, policies, procedures and professional standards.
• Perform other reasonable duties related to the position as requested by the Head of School. Essential Personal Attributes

The ideal candidate will be:

• Patient, compassionate and learner-centred.
• Adaptable and willing to use different teaching approaches.
• Calm and consistent in managing learner behaviour.
• Creative and resourceful in lesson presentation.
• Sensitive to the needs of neurodiverse learners of varying ages.
• Committed to inclusive education and learner development.
• Able to build positive relationships with learners while maintaining professional boundaries.
• A reliable and collaborative member of the school team.