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General information

Business unit
Hiba Academy Nantong
Working Calendar
Academic

Description & Requirements

Role Description

 

JOB TITLE

Head of Secondary English & Literacy

 

DEPARTMENT

Academic

 

SUPERVISOR

Head of Secondary School

 

OBJECTIVE:

To provide strategic leadership and oversight of English language acquisition and academic literacy across the secondary School (Grade 6 to A Level). The appointee is responsible for defining the pedagogical roadmap that transitions 97% EAL pupils from foundational English to the high-level academic discourse required for success in IGCSE, A-Level, and top-tier global universities. While we are a UK/Chinese curriculum school, we welcome applications from high-calibre candidates from a range of national profiles who possess demonstrable expertise in language development and academic literacy.   For an exceptional candidate with the right experience and leadership impact, this role offers a clear pathway to an Assistant/Deputy Headship position.

 

The successful candidate will be mentored directly by the Senior Leadership Team, with opportunities to lead whole-school strategic projects. This role is envisioned as a stepping stone for a professional aspiring to, or ready for, an Assistant/Deputy Head appointment.

Professional Autonomy: As the functional lead for G6-12 Literacy, the appointee will have the autonomy to shape the school’s academic soul, providing a high-profile platform to demonstrate the leadership impact required for senior school-wide roles.

High-Stakes Impact: The appointee will have a direct, measurable influence on the school’s long-term academic reputation by systematically closing the literacy gap and elevating university outcomes.

KEY RESPONSIBILITIES

Teaching and Learning 

  • Carry a reduced teaching load as agreed with the Head of Secondary, serving as a model of "Outstanding" classroom practice.
  • Deliver high-quality English and ELA lessons that exemplify evidence-based pedagogy and scaffolding excellence for multilingual learners. 
  • Plan, prepare, and deliver lessons that challenge the most able pupils while providing robust support for those requiring language intervention. 
  • Provide regular, high-quality feedback to pupils through marking and assessment, bridging the gap between their current level and potential

 

Strategic Leadership & Curriculum Coherence

  • Design and implement a seamless K-12 English curriculum that ensures vertical alignment between Primary and Secondary phases.
  • Establish rigorous benchmarks for English proficiency, using standardised summative assessments alongside internal data to track, intervene, and accelerate pupil progress.
  • Set and monitor annual Value-Added targets to systematically improve the school's NGRT average from current levels to international standards.
  • Lead the School’s transition from 'Remedial EAL' to 'Academic Excellence', ensuring the curriculum challenges the most able while supporting those in need.

 

Literacy Across the Curriculum (Writing Across the Curriculum - WAC)

  • Develop and lead a whole-school Literacy Strategy, training non-English specialists (Science, Humanities, Maths) in EAL-aware instructional techniques such as scaffolding and Tier 2/3 vocabulary induction.
  • Ensure academic writing standards are consistent across all essay-based subjects, directly impacting attainment in IGCSE and A-Level disciplines.
  • Produce termly 'Literacy Impact Reports' for the Senior Leadership Team and Board, demonstrating the correlation between English proficiency and attainment across all subjects.

Secondary Departmental Management

  • Act as the Head of Department for Secondary English, managing the English teaching team and ensuring the highest standards of classroom practice.
  • Lead the moderation of assessments and external examination preparations (CIE/AQA/Edexcel).
  • Collaborate with the University Guidance Office to ensure Sixth Formers possess the advanced academic writing skills required for Personal Statements and university-level research (EPQ).

 

Professional Development & Quality Assurance

  • Hold final authority on academic English standards and curriculum selection across all phases to ensure pedagogical consistency.
  • Conduct regular learning walks, book looks, and formal observations to ensure the quality of English teaching is 'Outstanding' across all phases.
  • Mentor the Head of Primary English to ensure Primary reading and phonics schemes provide a robust foundation for Secondary academic demands.

 

Boarding & Enrichment

  • Collaborate with the Boarding team to create a high-quality English immersion environment beyond the classroom.
  • Design and oversee a 'Boarding Literacy Programme' (e.g., guided evening reading, debate clubs, or public speaking) to maximise meaningful English exposure hours.
  • Stakeholder communication

BASIC QUALIFICATION

Education

  • Essential: Honours Degree in English or a related field; PGCE/QTS or equivalent.
  • Preferred: Master’s Degree in Applied Linguistics EAL/ELL or other similar degree programme

Experience:

  • Essential: Proven track record of driving significant value-added growth in English/EAL attainment, particularly in schools with a high proportion of English Second Language Learners (ESL).
  • Preferred: Experience in aboarding environment and/or working with Chinese learners.

Skills:

  • Essential: Mastery of data analysis to drive academic interventions.
  • Preferred: Ability to lead “Literacy across the Curriculum” training for subject specialists.

Pedagogy & Research-Led Practice

Essential 

  • Evidence-based Pedagogy: Deep understanding of Second Language Acquisition (SLA) theories and their practical application in a K-12 bilingual setting.
  • Scaffolding Excellence: Mastery of pedagogical frameworks (such as CLIL) to make complex academic content accessible to multilingual learners.
  • Differentiation Strategy: Proven ability to design instructional strategies that cater to a wide range of English proficiencies, from intensive support to 'First Language' extension.
  • Assessment for Learning (AfL): Expert knowledge of using formative and summative assessment to bridge the gap between a pupil's current level and their potential.

Desirable :

  • Cognitive Load Theory: Understanding how to manage the cognitive demands of bilingual learners when processing academic English.
  • Oracy and Phonics: Specialist knowledge in Oracy-based pedagogy and Systematic Synthetic Phonics as the foundation for secondary literacy.
  • Action Research: Experience in leading school-wide action research to evaluate the impact of new teaching methodologies on pupil attainment. 

Vision:

  • Essential: Deep understanding of the transition from functional language to Full Academic Proficiency across a K-12 continuum
  • Preferred: A passion for bilingual education and cross-cultural pedagogy.