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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 G6-12 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 Secondary 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 Secondary 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 the Secondary School to ensure pedagogical consistency.
  • Conduct regular learning walks, book looks, and formal observations to ensure the quality of English teaching is 'Outstanding' across the Secondary School.


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 G6-12 continuum
  • Preferred: A passion for bilingual education and cross-cultural pedagogy.