TONBRIDGE GRAMMAR SCHOOL. Information Pack: Teacher of History

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1 Information Pack: Teacher of History Required: September 2017 Closing date for applications: 19 April 2017

2 Welcome from the Head Teacher Thank 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 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 of schools through our outreach work and as part of the Kaizen Teaching School Alliance. 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 Page 2 of 9

3 Welcome to the History Team At Tonbridge Grammar School we aim to instill in our students a passion for learning, questioning, challenging and discovering the key features of the world and the role that they will play in it as individuals. History plays a prominent role in this aim, developing such essential skills as research, analysis, construction of argument, discussion, openmindedness and consideration. From the beginning of their career in the school, we offer students the opportunity to take responsibility for their own learning. Students are fully involved in setting their own learning targets and progress against them is regularly monitored. We see the study of Humanities as a seven year experience in which History plays an integral part. The IB learner profile runs throughout the curriculum: students are therefore encouraged to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective. Lessons are planned to be student-led to allow them to make rapid progress supported by the teacher. All lessons are challenging and rigorous, yet accessible and relevant to the students with many based around current issues that the students see in the world around them. This allows us to ensure that pupils can be equipped with the skills and understanding necessary to participate in an increasingly multicultural, dynamic and diverse society. All students study History, Geography and RS in KS3 as part of the Middle Years Programme which encourages strong cross-curricular links. The programmes of study are innovative and creative and do not have the constraints of a traditional educational curriculum. They address contentious issues that continue to have a resonance today: these range from the Norman legacy to the impact of modern war, the consequences of Empire to the significance of Revolutions, the development of Parliament to the emergence of dictatorships. In exploring these issues, students hone investigative and analytical skills using a range of materials. As well as the classroom experience, there are various enrichment activities with a Humanities focus, including History Club, Debate Society, Christian Union, Philosophy discussion groups. We are also able to take the students out of the classroom to bring the learning alive. GCSE Grade Distribution (count) Grade 2016 ** A* A B C D The History department produced an outstanding set of examination results in the summer of 2016, continuing a tradition of academic excellence. History is offered at GCSE level. We teach five modules: the People s Health from c1250 to the present, the Elizabethans , a History Around Us unit based around a study of Dover Castle, the Making of America , and Living under Nazi Rule ** In 2016 (and 2017) students took an igcse equivalent course. E 0 Total Page 3 of 9

4 IB Higher Level Grade Distribution (count) IB Standard Level Grade Distribution (count) Grade Grade Total Total A high proportion of students continue to study the subject in the sixth form: at IB Standard Level the students examine the inter-war years in a source-based module, they explore the causes and effects of modern war and they study the main trends and developments in the Cold War. Those who take History at Higher Level, who are the majority of young historians in the sixth form, venture into the Early Modern period, studying the Renaissance, the Reformation, and Exploration and Discovery. A number of students continue the subject to degree level, studying at universities including Cambridge, Durham, Exeter and York. Welcome from Rhona Anderson, Subject Leader History Having worked at Tonbridge Grammar School for several years, I have seen the school evolve as a vibrant teaching and learning environment. The History department plays a full part in this environment. We are a small but enterprising team, receptive to new ideas and recommendations, and also committed to maintaining and improving standards of teaching and learning beyond their already high levels. We foster an enquiring approach to the subject, expecting students to consider matters from different angles and construct reasoned arguments rooted in evidence, whether this be year 7 students considering the fate of Tollund Man or year 13 students analysing interpretations of the Cold War. We are therefore able to explore with the students a range of skills relevant to modern life. We are proud of the excellent results achieved by our students at all levels. Page 4 of 9

5 The International Baccalaureate The 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 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. 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. Page 5 of 9

6 Teacher Profile Job Title: Job Holder: Line Managed By: Date: Subject Teacher Subject Leader 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. Page 6 of 9

7 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; - Secure knowledge of subjects/curriculum areas and related pedagogy across the full age range taught. - Relevant statutory and non-statutory curricula and frameworks for identified subjects/curriculum areas - Schemes of work for subject(s) taught - Principles and practices in relation to managing learning and teaching - The appropriate application of ICT, literacy and numeracy to support teaching and wider professional activities - 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 Standards It 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). Page 7 of 9

8 Personal Qualities Self awareness Emotional self awareness Accurate self assessment Self confidence Social Awareness Empathy Organisational awareness Service awareness Self management Emotional self-control Transparency Adaptability Achievement orientation Initiative Optimism 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 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. Page 8 of 9