Mathematical Literacy Subject Specialist
On-siteCape Town, Western Cape, South Africa
Job Summary
Mathematical Literacy Subject Specialist responsible for developing high-quality resources, assessments, and intervention content for FET learners (Grades 10–12) within Huddle’s Maths Literacy programme. Design and script engaging, curriculum-aligned video lessons, create formal and informal assessments, analyze learner data to tailor interventions, and support teacher professional development. Collaborate with the academic team to align content with Huddle’s pedagogical framework and maintain thorough project documentation. Requires a BEd or PGCE in Senior/FET Mathematical Literacy; preference for 3+ years of teaching in low- or no-fee schools; strong knowledge of CAPS contexts and instructional design, with a focus on closing foundational gaps and rebuilding learner confidence in numeracy.
Required Qualifications
- Education
- A BEd or PGCE with a specialisation in Senior and FET Phase Mathematical Literacy
- Experience
- Preference will be given to candidates with 3 or more years’ teaching experience in a low- or no-fee school; all experience levels will be considered
- Demonstrated experience supporting learners with significant foundational gaps in numeracy and mathematical confidence
- Experience in curriculum design, lesson scripting, or instructional content development; experience designing for online or blended environments is advantageous
- Knowledge
- Strong subject knowledge across all four Mathematical Literacy contexts in CAPS: Finance, Measurement, Maps/Plans/Other representations, and Data Handling
- Deep understanding of how prior mathematical failure shapes learner identity and motivation and how to interrupt that pattern through instructional design
- Strong grasp of real-world contextualisation as a pedagogical strategy: how to select contexts that are credible, relevant, and accessible to learners from under-resourced communities
- Familiarity with the challenges facing learners in low- and no-fee school contexts, including the social and economic realities that mathematical literacy is meant to address
- Instructional design: able to take abstract or procedural content and anchor it in real-world scenarios that make sense to a Grade 10-12 learner in a township school
- Gap diagnosis: able to identify not just what learners can’t do, but why, and to design targeted interventions that address root causes, not just surface errors
- Analytical: able to interpret learner performance data and make evidence-based decisions about content sequencing, pacing, and intervention design
- Communication: clear, warm, and precise; able to script in a voice that is accessible and encouraging without being condescending
Desired Qualifications
- A BEd or PGCE with a specialisation in Senior and FET Phase Mathematical Literacy
- Experience in curriculum design, lesson scripting, or instructional content development
- Strong subject knowledge across all four Mathematical Literacy contexts in CAPS: Finance, Measurement, Maps/Plans/Other representations, and Data Handling
- Experience supporting learners with significant foundational gaps in numeracy and mathematical confidence
- Analytical: ability to interpret learner performance data and make evidence-based decisions about content sequencing, pacing, and intervention design
- Communication: clear, warm, and precise scripting and collaboration across educators, designers, and developers
- Project management and adaptability to evolving programme scope
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