Tonbridge Grammar SchoolApplication Pack: Teacher of Biology

Subject Leader of BiologyRequired for: September 2014Closing date for applications: 12th May 2014

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

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.

Welcome from the Science TeamAt Tonbridge Grammar School our Science teachers aim to engender in our young people a love of science and its role in understanding the world around us. 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 learning in Science to be a seven year experience at TGS and, with the IB learner profile running through the programme 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.

There are 12 specialist Science teachers all of whom teach across the full age range of the school, focusing mainly on their specialism from year 9 upwards. They work closely as a team led by the Subject Leader for Science and Chemistry, and the Subject Leaders for Biology and Physics.

The school is currently advertising for both Biology and a Chemistry teacher. This follows the retirement of two members of staff, both having given 37 years of valued service to the school. The post of Subject Leader for Biology is also available due to the relocation of the current post holder after 7 years with us.

In 2012 we started teaching the IB Middle Years programme in junior years. We have found this to be an exciting and dynamic change, allowing students to learn through investigating big questions, such as ‘Could a polar bear survive in the Sahara desert?’ and ‘How do we stay healthy?’ as a springboard for learning in Science. Students are assessed on their attitudes to Science, investigative skills, team work and ability to apply Science in the classroom to the world around them as well as their knowledge and understanding.

From year 9 students study AQA iGCSE Biology, Chemistry and Physics as it provides a rigorous qualification for our students and a good foundation for their studies in the Sixth Form. Post 16 we offer Biology, Chemistry and Physics at both Standard and Higher Level IB. Results have been consistently excellent with many students going on to study science related courses at university. Biology is a very popular choice of study for entrants to the 6th form. The IB Biology course is an excellent preparation for a wide range of degrees at university and has a strong integrated practical aspect designed to support a sound theoretical framework.

The Biology Department produced an outstanding set of examination results in the summer of 2013, continuing a tradition of outstanding academic excellence. 132 girls sat the IGCSE examination, 91% obtained A* or A grades

and the other 9% achieved a B grade. At IB diploma level, 46 students sat the Biology examinations. Out of 27 students at Higher level, seventeen students achieved either the top grade of 7 or a 6. Out of 19 students at Standard level 11 achieved either the top grade of 7 or a 6. Twelve students completed their extended essay in Biology gaining two A grades, 7 B grades and 3 C grades. In Y12 there are 52 students studying IB Higher and 29 studying IB Standard. We have a strong history of students going on to study Biology related degrees. Of the whole school’s summer 2013 cohort taking up places at university, approximately 25% were on Life Sciences courses.

An extensive enrichment programme for students has been developed to extend learning beyond the formal curriculum. This includes National Science and Engineering week activities, interdisciplinary weeks, various trips, outside speakers, STEM ambassadors, Junior Science Club, Science Society and Medic Society as well as the opportunity to enter national and international competitions. The successful applicant will need to have versatility of approach and a range of skills, as well as the enthusiasm and commitment needed to challenge our very able students. There are many opportunities for our Science teachers to develop particular areas of personal strength and interest.

Welcome from Ali Wade - Subject Leader Biology

I returned to Tonbridge Grammar School in 2007 as Subject Leader for Biology, having taught here previously as an NQT. I was delighted to come back as I find that helping academically able students reach their highest potential is very rewarding and satisfying.

Prior to 2007 I had not taught the International Baccalaureate diploma programme but I am very glad to have had this opportunity to oversee and deliver the IB Biology course. As a result of my experiences here I know that the diploma provides excellent preparation for students going on to related degree courses and ultimately careers in Biology. I have received terrific support from colleagues within the Science department and across the whole school, which has helped our department to achieve excellent results in both iGCSE Biology and within the IB diploma.

Working at TGS is always stimulating as the students are very creative and are constantly seeking to further their own understanding. It offers the opportunity to teach in an exciting and dynamic school and I am sad to be leaving but am relocating to another part of the UK. I leave behind a Biology department with excellent teaching staff and technical support, and a high level of student confidence. Biology is a consistently popular subject at TGS as demonstrated by the very high uptake in Years 12 and 13.

TONBRIDGE GRAMMAR SCHOOL PROFILE

Job Title:

Job Holder:

Line Managed By:

Date:

Subject Teacher

Subject Leader

April 2014

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

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.

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-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 awarenessEmotional self awarenessAccurate self assessmentSelf confidence

Self managementEmotional self-controlTransparencyAdaptabilityAchievement orientationInitiativeOptimism

Social AwarenessEmpathyOrganisational awarenessService awareness

Relationship managementDeveloping othersInspirational leadershipChange catalystInfluenceConflict managementTeam work and collaboration

Additional NotesWhilst 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 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.

TONBRIDGE GRAMMAR SCHOOL PROFILE

Note: This job profile is generic but will apply to all Subject Leaders who hold a TLR 2b (£4225.000).

Job Title:

Job Holder:

Line Managed By:

Date:

TLR:

Subject Leader - Biology

Member of Strategy Group

May 2013

TLR 2b (£4225.00)Job Purpose

To provide professional leadership and management of Biology in order to secure an outstanding quality of teaching and learning and improved standards of student attainment and achievement and use of resources.

Key Areas of Impact

Key Responsibilities: To raise standards of achievement across Biology to ‘outstanding’. To ensure outstanding learning and teaching provision in Biology. To establish short medium and long term plans for the development and

resourcing of Biology in line with the strategic School Development Plan. To monitor the progress made in achieving Biology plans and targets, and

evaluate and review the effects on teaching and learning.

Teaching and Learning: To lead curriculum provision and development for Biology ensuring MYP and

IBDP pedagogy and principles are embedded. To provide coherent curriculum enrichment experience. To ensure unit plans and schemes of work are current to enhance the

learning of Biology and develop the skills of the learner profile. To ensure teaching strategies are differentiated in Biology to meet the

learning needs of all students. To ensure assessment for learning is fully embedded across the Biology in

line with the TGS Assessment and Reporting Policy. To monitor and evaluate systems for recording individual pupil progress. To manage intervention strategies across Biology that challenge

underachievement. To agree challenging student progress targets to make a measurable

contribution to whole school targets. To collaborate with others as required on planning inter-disciplinary provision. To ensure full compliance with Health and Safety requirements for Biology.

Leading and Managing Staff: To oversee and manage the effectiveness of all teachers of Biology in

meeting the requirements of their role and their respective professional standards.

To develop subject staff and technicians to improve student achievement. To challenge mediocrity of professional standards if evident in others.

To create, maintain and enhance effective relationships. To lead the Performance Management of others and provide effective advice

and training. To assist in the recruitment and selection of teaching and support staff where

required. To ensure the effective induction of new staff in line with school procedures.

Quality Assurance: To establish consistent standards of practice across the Biology team and

develop outstanding teaching and learning styles in Biology To monitor and evaluate standards of curriculum provision. To set targets for improvement To deploy the Biology team effectively for best value.

Resource Management: Secure and allocate resources to support effective learning and teaching

within Biology Monitor and control the use of resources

Knowledge & Skills:Subject Leaders should demonstrate knowledge, skills and experience of:

Outstanding level of Biology expertise Exemplary standards as a classroom teacher The IB curriculum continuum. The IB learner profile. The Teaching and Assessment to Support Learning policy. School reporting structures. Outstanding teaching and learning. Rigorous monitoring evaluation and review processes. Principles of Self Evaluation of own leadership and management standards. Planning and Management of Change. Principles of Curriculum Provision. The application of information and communications technology to learning

and teaching. Financial planning and management in relation to Biology. School Policy. Safeguarding. Health and safety.

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

school ethos and to encourage staff and students to follow this example. To actively lead and encourage others to follow school policy. To set a high standard of personal dress and enforce uniform and dress code

in line with policy. To commit to continuous professional development of self and others. 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.

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-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 awarenessEmotional self awarenessAccurate self assessmentSelf confidence

Self managementEmotional self-controlIntegrityAdaptabilityAchievement orientationInitiativeOptimism

Social AwarenessEmpathyOrganisational awarenessService awareness

Relationship managementDeveloping othersInspirational leadershipChange catalystInfluenceConflict managementTeam work and collaboration

Additional NotesWhilst 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 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.