EOTAS - PDMU Curriculum Teacher with Transistion Support Responsibilities
Company: Education Authority Northern Ireland
Role summary
EOTAS - PDMU Curriculum Teacher with Transistion Support Responsibilities is a role at Education Authority Northern Ireland in Newtownabbey, Northern Ireland, United Kingdom (on-site). Posted 2026-08-25. Experience level: 2-5.
- Job title
- EOTAS - PDMU Curriculum Teacher with Transistion Support Responsibilities
- Company
- Education Authority Northern Ireland
- Location
- Newtownabbey, Northern Ireland, United Kingdom
- Work arrangement
- on-site
- Category
- Software Engineering
- Experience level
- 2-5
- Date posted
- 2026-08-25
You’ll be making a real difference supporting students who need a more flexible approach to learning by creating engaging personal development and mutual understanding lessons. It is a rewarding opportunity to guide young people through key life transitions while working in a supportive educational environment that values your expertise in student wellbeing.
Job description
JOB DESCRIPTION
JOB TITLE:
LOCATION:
WORKING PATTERN:
PDMU and General Subjects Teacher within Transition Support in Loughshore EOTAS Centre
Loughshore EOTAS and the possibility of working outside of the centre and in Local EOTAS Venues or educational venues.
Full time teacher
REPORTS TO:
Loughshore EOTAS Head of Centre
RESPONSIBLE FOR:
Delivering History and general subjects ( GCSE & LEVEL 2) to pupils with social, behavioural, emotional and wellbeing needs, delivering transition support and possible outreach within schools and other duties required within the role to support young people referred to the service.
JOB PURPOSE
Education Otherwise than at School ( EOTAS) provision is a multi-disciplinary and partnership approach offering support for young people who have social, behavioural, emotion and wellbeing (SBEW) needs. An EOTAS team usually consists of teachers, youth workers and support staff who will engage with wider agencies and services to provide a nurturing, practical and structured learning environment for children and young people based on their individual needs.
The EOTAS Transition Support Teacher will support children and young people accessing EOTAS provision as part of the EOTAS Transition Support programme. They will facilitate successful transitions into, within, and from educational settings. The postholder will work collaboratively with pupils, families, schools, external agencies, and EOTAS staff to promote engagement, wellbeing, attendance, achievement, and positive outcomes.
· Develop positive and supportive relationships with children and young people.
· Assist pupils experiencing barriers to education, including anxiety, social, emotional, behavioural, or attendance difficulties.
· Support individual transition plans tailored to pupils' needs.
· Provide mentoring, encouragement, and practical support to improve engagement with learning.
· Monitor progress and identify emerging concerns
We are looking to appoint an enthusiastic, self-driven, suitability qualified and experienced teacher, who will teach and deliver their subject, alongside the EOTAS Transition Support programme, as well as supporting contact with attending pupils’ mainstream schools.
You will be responsible for curricular design, monitor and assessing pupil progress to ensuring the best possible outcomes for individuals. You will also be required to offer pastoral support to pupils through their learning. A commitment to the nurture ethos within EOTAS and the desire to make a difference to the education and lives of our young people by building positive, supportive and nurturing relationships is essential.
The role may require off site working, when required, and engagement with referring schools. The successful candidate will be required to support the wider EOTAS provision and may be required to work across other EOTAS Centres; within a reasonable distance.
Successful applicants will be expected to play a full part in supporting and shaping the Education Authority’s (EA) regional EOTAS programme. This may include leading on a curriculum/pastoral or therapeutic area which may encompass establishing or extra-curricular activities, attending multi-disciplinary meetings, support interventions, supporting examinations, attending service training as directed or any other behavioural support as required.
This is an excellent opportunity for a teacher who is interested in teaching and supporting students who experience social, behavioural, emotional and wellbeing (SBEW) needs that present a barrier to learning and personal development. If you are committed to bringing out the best in every young person to improve their life outcomes, then we welcome your application.
MAIN DUTIES AND RESPONSIBILITIES
1 Planning
1.1 Planning and preparing programmes of study lessons and outreach support.
1.2 Teaching, according to educational and SBEW needs of pupils, including the setting and marking of work completed by pupils.
1.3 Assessing, recording and reporting on the development, progress and attainment of pupils.
2 General
2.1 Promoting the progress and well-being of individual pupils and of any class or group of pupils assigned to him/her; in line with the pastoral care policy.
2.2 Providing advice and guidance to pupil