Food Technology Teacher
Job description
Original text imported from Reed
Preston | Full Time | September 2026 Start | Temp-to-Perm Opportunity
Spencer Clarke Group are working in partnership with a secondary school in Preston to recruit a Food Technology Teacher for a full-time position starting in September 2026.
The school is keen to appoint a committed and enthusiastic teacher who can deliver engaging Food Technology lessons across Key Stages 3 and 4. Ideally, the successful candidate will be available for a handover period before the summer break, allowing for a smooth transition into the role ahead of September.
This position is initially offered on a temporary basis, with the potential to become permanent for the right candidate.
As a Food Technology Teacher, you will:
- Plan and deliver high-quality Food Technology lessons.
- Create a positive and inclusive learning environment.
- Support students in developing practical cooking skills and theoretical knowledge.
- Assess, monitor and report on student progress.
- Maintain high expectations of behaviour and achievement.
- Contribute to the wider life of the department and school community.
The successful applicant will:
- Hold Qualified Teacher Status (QTS) or an equivalent recognised teaching qualification.
- Have experience teaching Food Technology within a secondary school setting.
- Demonstrate strong classroom management skills.
- Be committed to achieving positive outcomes for all students.
- Have a passion for delivering engaging and inspiring lessons.
- A supportive and welcoming school environment.
- Well-equipped Food Technology facilities.
- Opportunities for professional development.
- A full-time role with the potential to secure a permanent contract.
If you are a Food Technology Teacher looking for a new opportunity from September 2026 and would be interested in joining a supportive secondary school in Preston, we would love to hear from you.
Apply today or contact Spencer Clarke Group for more information.
APPLICATION REQUIREMENTS FOR SPENCER CLARKE GROUP
All applications are subject to an Enhanced DBS Disclosure, professional reference checks, Overseas Police Clearances (if applicable) in line with our stringent safeguarding policy
- Your CV must cover the last 10 years of employment history where possible and all employment breaks must be explained
- You must have legal right to work in the UK
- You must be willing to attend a registration interview
All pay rates quoted will be inclusive of 14.3% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Spencer Clarke Group work with a variety of schools covering a wide geographical area. We deal with teaching placements at Primary, Secondary, Special Education needs and college level as well as support staff positions also within these.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Lead your CV personal statement with your QTS qualification and explicit KS3/KS4 Food Technology experience, as the advert lists both as core requirements.
📊 Quantify your classroom impact: e.g. 'Delivered Food Technology to 6 mixed-ability KS4 groups of 28 students, achieving 82% pass rate at GCSE'.
🎯 Highlight any experience with practical cookery sessions specifically — the advert calls out 'practical cooking skills' as a distinct teaching responsibility alongside theory.
🤝 Mention contributions to wider school life (e.g. food fairs, enrichment days, department planning) as the advert explicitly asks candidates to 'contribute to the wider life of the department'.
📋 Include a clear note confirming your Enhanced DBS status and right to work in the UK, as Spencer Clarke Group require these before registration — flagging this upfront speeds up placement.
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Planned and delivered Food Technology lessons to 5 KS3 and KS4 classes of up to 30 students, contributing to a departmental GCSE pass rate improvement of 11% over two academic years.
- •Designed a 12-week KS3 scheme of work integrating practical cooking sessions with food science theory, reducing off-task behaviour incidents by 25% through structured lesson sequencing.
- •Assessed and reported on progress for 90 students each term using school MIS, producing detailed written reports that informed targeted intervention for 18 students below expected attainment.
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Letter preview — tailored to Spencer Clarke Group
Dear Hiring Manager,
Spencer Clarke Group's Food Technology Teacher vacancy in Preston is a role I am well placed to fulfil. With Qualified Teacher Status and hands-on experience delivering Food Technology across KS3 and KS4 in a secondary setting, I understand the balance required between practical cookery instruction and the theoretical demands of the GCSE specification. The temp-to-perm structure and September 2026 start align well with my current plans.
My background in secondary Food Technology teaching has equipped me with strong classroom management skills and a structured approach to lesson planning that keeps students engaged throughout both practical and written tasks. I have consistently monitored and reported on student progress, maintaining high expectations of behaviour and achievement across mixed-ability groups.
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Interview questions
10 questions generated from this advert.
Technical
- ›How do you structure a KS4 Food Technology lesson to balance practical cooking with the theoretical requirements of the GCSE specification?
- ›What strategies do you use to assess and track student progress in both practical and written components of Food Technology?
- ›How do you differentiate Food Technology lessons to support students with varying ability levels in a mixed KS3 class?
- ›Describe how you would plan a scheme of work for KS3 Food Technology that builds foundational skills progressively across a year.
- ›What health and safety protocols do you implement in a food preparation classroom, and how do you communicate these to students?
Behavioural
- ›Tell me about a time you turned around the behaviour of a disruptive student in a practical lesson — what did you do and what was the outcome?
- ›Describe a situation where you had to adapt a planned lesson at short notice. How did you manage it and what did you learn?
- ›Give an example of how you have contributed to the wider school community beyond your classroom teaching duties.
- ›Tell me about a time you supported a student who was struggling with both the practical and theoretical aspects of Food Technology. What approach did you take?
- ›Describe a time you received critical feedback on your teaching. How did you respond and what changes did you make?
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you turned around the behaviour of a disruptive student in a practical lesson — what did you do and what was the outcome?
Describe a situation where you had to adapt a planned lesson at short notice. How did you manage it and what did you learn?