Tonbridge Grammar SchoolApplication Pack: Part Time Teacher of GermanRequired for: September 2014Closing date for applications: Monday 16th June

Welcome from the Head TeacherThank you for showing an interest in Tonbridge Grammar School. This post provides an exciting opportunity to work at a highly successful, creative and innovative school.

Tonbridge Grammar School is a successful and heavily oversubscribed selective school located in the busy commuter town of Tonbridge in Kent. We have an excellent academic reputation and are very proud of the academic success of our students. Our success, however, is built on far more than academic achievement. We are passionate about developing our students as inquisitive and independent learners. We seek to inspire our students to develop the skills and habits of mind to enable them develop as articulate and confident young people, able to take the best advantage of life. We are committed to offering a broad and enriching curricular and extra curricular experience for our students including opportunities for leadership and community service locally and internationally.

Tonbridge Grammar School is an IBO World School and our ethos and values are closely aligned to those of the International Baccalaureate Organisation with its focus on intercultural awareness, holistic learning and communication.

As an ‘outstanding’ school we converted to an Academy on 1st January 2011. Tonbridge Grammar School continues to retain its tradition and distinctive ethos including our selective arrangements. We have a track record of successful collaboration with other schools and partnership working with the wider community through our two specialisms (Mathematics and Computing and Languages) and our Leading Edge Status. Now as an Academy we are supporting other schools to further improve the educational opportunities for their students.

There is collegiality amongst the staff at Tonbridge Grammar School which creates a working environment that is intellectually stimulating and highly rewarding. There are first class professional development opportunities available to teachers at all stages of their career including a full programme of development and support for those new to the profession.

I hope that after reading this information and finding out more about the school through the information on our website you wish to apply for the advertised post. In accordance with our safe recruitment policy, to be considered for a position you must complete the Tonbridge Grammar School application form. Please ensure that you provide evidence within your application that you have the skills and experience necessary for this particular position. The post is subject to a full enhanced Disclosure and Barring Service (DBS) check.

I look forward to receiving your application.

Rosemary Joyce

Head Teacher

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The International Baccalaureate at Tonbridge Grammar SchoolThe Diploma Programme prepares students for success in higher education and life in a global society. Our aim at TGS is:

‘to make available to the widest possible range of able students an educational experience that is the richest, most diverse, and as exciting as possible in an atmosphere that provides support, encouragement and care for everyone, students and staff. We want our students and staff to love coming to school and to go from here prepared for all that human life has to offer.’

International Baccalaureate

In September 2004 we replaced some A Levels with the International Baccalaureate Diploma for our Sixth Form provision, and we have continued to develop the programme over the years, until 2012 when we became an exclusively IB school. The International Baccalaureate was created in 1968 in order to bring together the best elements of the British and European educational systems and it is now taught in 2,721 schools in 138 countries.

The International Baccalaureate Diploma embodies an entirely different educational philosophy. The A Level system tends towards specialisation whereas the IB Diploma has at its heart a more holistic approach. It believes that pupils should experience a wider range of different subjects - students will continue to study six subjects and must study English, Mathematics, a science, a language and a humanities subject.

It is equally important that these subjects are bound together into a coherent whole through a common core. This common core is composed of a course on The Theory of Knowledge (ToK), an extended essay on any subject and the Creativity, Action and Service (CAS) programme, whereby a student gains credit for extra-curricular activity.

Our successful IB diploma programme has ranked TGS the top state school in the UK for the past five years. Our average point score since 2008 has ranged between 36 and 38, with an average grade per subject of between 5.72 and 6.06.

What our students say:

“My main reason for choosing the IB was that in year 11 I didn’t really know what I wanted to study at university or what I wanted to do after that, so I decided to keep all of my options open by doing a broader selection of subjects rather than just picking four to focus on.”

“I think the IB helped to open my mind to what was going on in the world outside the UK and outside Europe, particularly as the study of languages is encouraged.”

“I personally believe that studying the IB has contributed hugely to getting me to where I am today. The international aspect to the diploma is very appropriate to my degree and is viewed highly by overseas employers and global organisations. I believe that having IB under my belt is what helped me to gain a Legal and Compliance internship at Citi.”

“The IB helped me get into medical school, and I was informed that although my predicted grades were slightly lower than the entrance grades, because I had undertaken the IB I was offered a place. I am now in my fourth year of medical school and going strong!”

At TGS we are proud of the high quality education we offer, and of the way in which we prepare our students for life and the future.

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Welcome from the Languages TeamAt Tonbridge Grammar School our Language teachers aim to engender in our young people a love of language. We work to develop high levels of competency to communicate appropriately and effectively in a wide range of social, cultural and academic contexts. All modern language lessons are taught almost exclusively in the target language. A variety of trips and exchanges are offered to foster wider cultural interest and develop an appreciation of the opportunities that language learning brings. We encourage students to take responsibility for their own learning and teach them from year 7 to become self-directed and independent learners. Students are fully involved in setting their own learning targets and progress is continuously monitored against these.

We see language learning to be a seven year experience at TGS and, with the IB learner profile running through the program of study, we encourage our students to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective. In order to achieve this, lessons are planned to be student-led to allow them to make rapid progress through independent learning, so the girls can progress independently supported by the teacher.

Many students from TGS continue their study of modern and classical languages at the country’s best universities. In 2013 11 of last year's students started courses at Cambridge, Oxford, Durham, King’s College, Exeter, Bristol, Leeds, UEA and the University of London Institute in Paris. The current cycle of UCAS shows another 11 students applying for language related degree courses.

At TGS we teach the Middle Years Programme (MYP) in Years 7, 8 and 9, the IGCSE Years 10 and 11 (Latin GCSE) and the International Baccalaureate Diploma (IB). The MYP and IB Diploma allow for considerable flexibility in terms of the content taught and the iGCSE courses we follow ensure appropriate academic preparation for the Diploma.

Girls study French, Spanish and Latin during the Middle Years Programme curriculum years 7, 8 and 9. In years 10 and 11 they choose 1 or 2 languages. We teach the Cambridge IGCSE language course.

From September 2014 we will have one year 11 group learning German, 24 girls. Though this will be our last KS4 German group, German will remain as part of our post 16 curriculum offer for the foreseeable future.

From September 2014 there will be one group in year 12, approximately 20 students and one group in year 13 (18 students), a mixed standard and higher level class. All students taking standard level courses have obtained at least grade B at GCSE and at higher level at least grade A.

German results summer 2013:

- 83% obtained A* and A grades, 11% B and 6% C from 34 entries.

- 3 higher level students all gained L7.

- 4 standard level students gained 1 L6 and 3 L5.

SPANISHThe Spanish Department produced an outstanding set of examination results in the summer of 2013, continuing a tradition of outstanding academic excellence. 86 girls sat the IGCSE examination, 93% obtained A* or A grades and the other 7% achieved a B grade. At IB diploma level, 20 students sat the examinations, of which 13 at Higher and 7 at Standard level. Eighteen achieved either the top grade of 7 or a 6. The other two achieved a grade 5. Twelve students sat the Ab initio Spanish examination of which 11 achieved either the top grade of 7 or a 6. The other two achieved a grade 5.

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Spanish is a very popular language, currently in Y13 there are eleven students studying IB Higher, sixteen the IB Standard and seventeen Ab initio Spanish. In Y12 there are twenty five students studying IB Higher, twenty one studying IB Standard and eleven studying Ab initio Spanish.

There are some 50 girls preparing for the IGCSE examination this year.

The popular Spanish exchange takes place every year in October for Y11 girls to Puente San Miguel in Cantabria. 25 girls spend the autumn half term break living with a Spanish family, embracing the cultural differences and absorbing the language in a real-life context. The Department organises other trips for younger age groups and 6th form, these have been to Andalucía and Cataluña in the past.

Spanish Subject Leader – Fran Luco I joined the School in 2002, after some ten years of experience of teaching adults Spanish in a variety of environments. I took over as Subject Leader of the Spanish Department in 2008. During my time as Subject Leader, the Department has enjoyed outstanding academic results and has seen a rapid growth in student numbers.

Teaching at TGS has been a wonderful experience for me. It is a pleasure to teach such a high calibre of committed and talented students. During these years, I have seen many of our students go onto study languages in the best UK universities. My passion for language teaching is undimmed and I strongly believe that learning a language is the gateway for students to discover a new culture whilst reflecting on their own. I hope that my immense enthusiasm for Spanish teaching has been a catalyst for the motivation of my students.

I feel that I am handing over the Spanish Department in a very strong condition. I am very proud to have worked with such a lovely group of people in the Language Department. My reluctance to leave TGS has only been overcome as a result of being presented with an excellent opportunity to further my career abroad in a top international School.

Job ProfileJob Title:

Job Holder:

Line Managed By:

Date:

Subject Teacher

Subject Leader

Revised May 2013

Job Purpose

To secure and maintain high quality learning and teaching in order that students are able to make progress and achieve to their potential as successful, resilient and independent learners.

Key Areas of Impact

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Strategic Direction: To establish and uphold the ethos of the school with students

through the full implementation of student centred policies. To implement school policy and procedure reflecting the school’s

commitment to high achievement, ensuring each student is treated as an individual and able to develop as;

- successful learners who enjoy learning and achieve their academic potential

- Confident individuals able to live safe, healthy and fulfilling lives

- Responsible citizens of this school and the wider community To support the Subject Leader as required and directed in

implementing the Subject Team development plan and to assist in evaluating the impact of the plan on teaching and learning.

Teaching and Learning: To establish and maintain an environment which promotes effective

learning and provides an appropriate level of challenge for able students.

To plan and deliver lessons in accordance with the agreed Scheme of Work / subject specification, taking account of the specific learning needs of students within the class.

To plan homework or other out of class work to sustain learners’ progress and to extend and consolidate learning.

To actively promote personalised learning and assessment for learning opportunities within their subject for the benefit of the students.

To analyse a range of relevant performance data for students in their classes and use this to plan future learning and inform target setting.

To follow subject and school procedures for the assessment, recording and reporting of student attainment and progress including attendance at parent evenings.

To provide timely and relevant information enabling each student to understand their current levels of attainment and the action they must take to achieve to their potential.

To actively promote the development of effective subject links internally and between partner schools and the wider community (locally, nationally and internationally).

To monitor attendance and behaviour of students in their classes in accordance with school policy.

To undertake the teaching of classes/groups as may reasonably be required by the Head Teacher or Line Manager.

Quality Assurance: To participate, at the request of the Head Teacher or Line Manager,

in the school’s monitoring, evaluation and review procedures including evaluation against quality standards and performance criteria.

To evaluate the impact of their teaching on the progress of all learners and modify their planning and classroom practice where necessary.

Resource Management: Follow school procedures in the allocation and use of resources to

support effective learning and teaching.6

Knowledge & Skills:Subject teachers should demonstrate knowledge and understanding of:

Professional Standards required of all teachers in England. All School policies and procedures including;

o Secure knowledge of subjects/curriculum areas and related pedagogy across the full age range taught.

o Relevant statutory and non-statutory curricula and frameworks for identified subjects/curriculum areas

o Schemes of work for subject(s) taughto Principles and practices in relation to managing learning and

teachingo The appropriate application of ICT, literacy and numeracy to

support teaching and wider professional activitieso Health and safety issues as they relate to their particular

subject area(s)

Additional Duties: To play a full part in the life of the school community, to support the

school ethos and to encourage students to follow this example. To actively promote school policies. To reflect on and improve professional practice and take

responsibility for identifying and meeting development needs. To actively engage in the staff review and development process. To undertake any other duty as specified by school teachers pay

and conditions of service not mentioned in the above. The conditions of employment for school teachers specify the

general professional duties of all teachers. The professional standards for teachers at the relevant level are applicable.

Professional StandardsIt is important to recognise that Tonbridge Grammar School teachers must maintain professional standards at all times and to recognise that they are role models for the students in many respects.Such professional standards would include:

Dress: teachers are expected to wear suits or jacket and tie (or the equivalent for female teachers), except when involved in practical or external activities,

Punctuality: this is expected in all aspects of work, Duty of Care: keeping our students safe and acting in the

child’s best interest at all times, A position of trust, being seen to be demonstrably fair, even-

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handed and consistent in dealing with students, Propriety and behaviour: all teachers are expected to adopt

high standards of personal conduct, Taking good care of the fabric of the school, Being aware of and carrying out the Acceptable Use of ICT

policy when using the School network, Engaging in on-going professional development, in-school

training, regular peer observation, and external courses (as appropriate).

Personal Qualities:

Self awareness

Emotional self awareness

Accurate self assessment

Self confidence

Self management

Emotional self-control

Transparency

Adaptability

Achievement orientation

Initiative

Optimism

Social Awareness

Empathy

Organisational awareness

Service awareness

Relationship management

Developing others

Inspirational leadership

Change catalyst

Influence

Conflict management

Team work and collaboration

Additional Notes

Whilst every effort has been made to outline the main responsibilities of the post each individual task undertaken may not be identified.

Employees are expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job

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profile.

The school will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.

This job profile is current at the date shown but in consultation with you may be changed by the Head Teacher to reflect or anticipate changes in the job commensurate with the grade and job title.

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