HISTORY TO KEY STAGES 4 AND 5 (Full-Time Permanent - Those due to qualify in June 2018 are eligible to apply.)

Transcription

1 TE18/06/05 HISTORY TO KEY STAGES 4 AND 5 (Full-Time Permanent - Those due to qualify in June 2018 are eligible to apply.) Ashfield Girls High School Holywood Road BELFAST BT4 2LY Candidate Information Pack

2 School Information: Ashfield Girls High School, established in 1952, provides a broad, balanced and challenging education for girls of all abilities. The school moved into a new building in August 2009, which is considered to be one of the most innovative and exciting designs for a school in NI. The school offers superb facilities including a prestigious dance studio, fitness suite, synthetic pitches, tennis courts and running track. The school offers a 21st century education which provides independent and engaged learners and a range of experiences that allow a pupil to develop intellectually, socially, emotionally, physically, spiritually and morally. The school has excellent facilities throughout the building, which allows every pupil to engage fully with ICT and has achieved the BECTA ICT mark for quality use of ICT. The school curriculum provides GCSE study to the highest level and post 16 provision for a range of subjects which lead to higher education and employment opportunities. courses are also provided for AS and A2 in a wide range of subjects, which is expanding each year. The school works closely with neighbouring schools and local colleges to further enhance pupils opportunities. The school offers a significant variety of educational visits to field centres and to places of educational, geographical, historical, and scientific interest. Work experience and career and employability courses are provided from Years The school s website has won the award for Best School Website in Northern Ireland run by BECTA, the UK body which monitors excellence in ICT. The school website allows pupils to discuss issues which affect their day to day education in a secure virtual environment with staff and pupils. The website further provides support for subjects; pupils can access on-line information about their subjects and courses; an out-of-hours resource which is designed to help each pupil achieve their full potential and academic success. We have a School Council which is made up of junior and senior pupils, elected by their peers to provide a pupil perspective to the school s Senior Leadership team; and which the team uses when constructing their strategic plan for the development of the school. The school has a presence on the World Wide Web and has established links with schools in New Zealand, the United States of America, Spain, England, and most recently, India Staff and pupils horizons are widened by these partnerships. The school has built a sister school in Uganda which opened in September 2009 and which we continue to support by supplying essential equipment and other resources. We also have a well established presence in the local community providing help for local partnerships, churches, charities and linking with over 22 feeder primary schools and several businesses in Greater East Belfast. The school has many successes in the extra-curricular field and in activities which support the needs of the pupils. The Performing Arts field has produced the Rock Challenge Team which has won the Northern Ireland event many times and has been UK event winner three times. Extra curricular Clubs and societies play an important part in the life of the school and a number of flourishing clubs take place each week, including the homework club in which staff assist pupils after

3 school. School life is further enhanced through the support and involvement of the thriving and vibrant Parents and Friends of Ashfield. The school considers the link with parents and home as a vital component in their daughter s success and enjoyment of school life. The pastoral care of the pupils is constantly reviewed and provides a system which offers pupils both substantial and effective support and guidance throughout their school careers. The school has won awards in digital video production and the use of virtual learning environments, and has recently invested in a new VLE to enhance parent information about their child s progress. We have also achieved Investors in People status. The school has been awarded and maintained specialist status in ICT, and is one of the first 12 schools in Northern Ireland to achieve this status. This status has been enhanced by achieving Pathfinder status, given to only 54 schools world wide. An innovative Learning Zone has been firmly established, which provides opportunities for pupils to fast track for maximum success at examination level and offers pupils who need extra help and support a safe and secure learning environment.

4 TE18/06/05 EDUCATION AUTHORITY BELFAST Those due to qualify in June 2018 are eligible to apply. JOB TITLE: History to Key Stages 4 and 5 LOCATION: RESPONSIBLE TO: SALARY: Ashfield Girls High School Holywood Road BELFAST BT4 2LY The Principal Teachers Main Pay Scale EXPERIENCE/QUALIFICATIONS: Essential Criteria: Applicants must at the closing date: (i) hold a teaching qualification as approved by the Department of Education (NI)*; and (ii) hold an honours degree in history or BEd* with history as the main component. Desirable: It is desirable that applicants at the closing date: (i) hold an honours degree (2:1 or above) in history or BEd* (2:1 or above) with history as the main component; and/or (ii) show evidence of participating in the extra-curricular life of a school or in the community (evidence must be clearly demonstrated on application form); and/or (iii) have a minimum of one year s experience** teaching GCSE history; and/or (iv) have experience** of teaching history to key stages 4 and/or 5. **Please note where teaching experience is required only experience gained post qualification will be considered. The panel reserves the right to enhance these criteria. On taking up this post the successful applicant must be a registered teacher with the General Teaching Council for Northern Ireland. Posts involving work in educational institutions are subject to the provisions of the Safeguarding Vulnerable Groups (NI) Order The successful applicant will require an enhanced disclosure check which at present costs 33. Further details regarding the payment of this check will be issued with the contract of employment.

5 DUTIES: As detailed on the Teachers (Terms and Conditions of Service) Regulations (NI) 1987; In the first instance to teach History to Key Stages 3, 4 and 5 NB Notes of guidance are attached. The closing date for receipt of applications is 2PM ON THURSDAY 22 FEBRUARY 2018.

6 TEACHERS STANDARDS Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils Establish a safe and stimulating environment for pupils, rooted in mutual respect Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils within Ashfield Girls High School 2. Promote good progress and outcomes by pupils Be accountable for pupils attainment, progress and outcomes Be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these Guide pupils to reflect on the progress they have made and their emerging needs Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Encourage pupils to take a responsible and conscientious attitude to their own work and study 3. Demonstrate good subject and curriculum knowledge Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of education Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject 4. Plan and teach well-structured lessons Impart knowledge and develop understanding through effective use of lesson time Promote a love of learning and children s intellectual curiosity Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Reflect systematically on the effectiveness of lessons and approaches to teaching Contribute to the design and provision of an engaging curriculum within the relevant subject area(s) Plan, prepare and create assessment materials ranging from classwork, homework to examinations papers 5. Adapt teaching to respond to the strengths and needs of all pupils Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development

7 Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them 6. Make accurate and productive use of assessment Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Make use of formative and summative assessment to secure pupils progress Use relevant data to monitor progress, set targets, and plan subsequent lessons Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback 7. Manage behaviour effectively to ensure a good and safe learning environment Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary 8. Fulfil effectively the role of a Form Tutor Build positive relationships with their form class Monitor attendance and punctuality accurately; and feedback any concerns promptly to parents and Heads of Progress Maintain high standards of behaviour and uniform within the form class Take responsibility for tutor group sanctions such as uniform/ punctuality etc. 9. Fulfil wider professional responsibilities Make a positive contribution to the wider life and ethos of the school Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Deploy support staff effectively Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Communicate effectively with parents with regard to pupils achievements and well-being

8 TE18/06/05 POST: History to Key Stages 4 and 5 LOCATION: Ashfield Girls High School EDUCATION AUTHORITY BELFAST PERSON SPECIFICATION Essential Desirable Qualifications hold a teaching qualification as approved by the Department of Education (NI) hold an honours degree in history or BEd* with history as the main component hold an honours degree (2:1 or above) in history or BEd* (2:1 or above) with history as the main component Experience Knowledge Skills sound knowledge of Northern Ireland Curriculum in the subject area display an understanding of the needs of SEN pupils sound knowledge and understanding of Child Protection issues excellent communication skills excellent organisational skills good interpersonal skills effective ICT skills show evidence of participating in the extra-curricular life of a school or in the community (evidence must be clearly demonstrated on application form) have experience** of teaching GCSE history have experience** of teaching history to key stages 4 and/or 5

9 Personal qualities flexible enthusiastic sensitive ability to work as a member of a team confidentially ability to use initiative ability to deal appropriately with pupils and parents committed to raising pupils achievement ability to motivate self and others Other requirements on taking up this post the successful applicant must be registered teacher with the General Teaching council for Northern Ireland willingness to participate in the school s extra-curricular activities *Those due to qualify in June 2018 are eligible to apply. **Please note where teaching experience is required only experience gained post qualification will be considered.

10 SCHEDULE 3 Regulation 5 TERMS AND CONDITIONS OF EMPLOYMENT OF A TEACHER Exercise of general professional duties 1. A teacher who is not a principal shall carry out the professional duties of a teacher as circumstances may require:- (a) if he/she is employed as a teacher in a school under the reasonable direction of the principal of that school; if he/she is employed by a board on terms under which he is not assigned to any one school, under the reasonable direction of that board and of the principal of any school in which he/she may for the time being be required to work as a teacher. Exercise of particular duties 2 (a) A teacher employed as a teacher (other than a principal) in a school shall perform, in accordance with any directions which may be reasonably given to him/her by the principal from time to time, such particular duties as may reasonably be assigned to him/her. A teacher to whom paragraph 1 refers shall perform, in accordance with any direction which may reasonably be given to him/her from time to time by the board or by the principal of any school in which he/she may for the time being be required to work as a teacher, such particular duties as may reasonably be assigned to him/her. Professional duties 3. The following duties shall be deemed to be included in the professional duties which a teacher may be required to perform:- Teaching (1) (a) planning and preparing courses and lessons; (c) teaching, according to their educational needs, the pupils assigned to him/her, including the setting and marking of work to be carried out by the pupils in school and elsewhere; assessing, recording and reporting on the development, progress and attainment of pupils; Other activities

11 (2) (a) promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him/her; (c) (d) (e) (f) providing guidance and advice to pupils on educational and social matters and on their further education and future careers including information about sources of more expert advice on specific questions, making relevant records and reports; making records of and reports on the personal and social needs of pupils except in instances where to do so might be regarded as compromising a teacher s own position; communicating and consulting with the parents of pupils; communicating and co-operating with such persons or bodies outside the school as may be approved by the employing authority and in the case of a controlled school, the Board of Governors; participating in meetings arranged for any of the purposes described above; Assessments and reports (3) providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils except in instances where to do so might be regarded as compromising a teacher s own position; Performance review (4) participating, if required, in any scheme of staff development and performance review; Review (5) (a) reviewing from time to time his/her methods of teaching and programmes of work; Further training and development participating in arrangements for his/her further training and professional development as a teacher; Educational methods (6) advising and co-operating with the principal and other teachers (or any one or more of them) on the preparation and development of course of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements; Discipline health and safety

12 (7) maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere; Staff meetings (8) participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements; Cover (9) Supervising and teaching any pupils whose teacher is not available provided that; (a) (c) in schools with an average daily enrolment greater than 222 pupils a teacher other than a supply teacher shall not be required to provide such a cover after the second day on which a teacher is absent or otherwise not available or from the first day if the fact that the teacher would be absent or not otherwise available for a period exceeding 2 days was known to and agreed by the employing authority in advance; in schools with an average daily enrolment of 222 pupils or less a teacher other than a supply teacher shall not be required to provide such cover after the first day on which a teacher is absent or otherwise not available or from the first day if the fact that the teacher would be absent or not otherwise available for more than 1 day was known to and agreed by the employing authority in advance; in schools with a complement of 1, 2 or 3 teachers and in nursery units in primary schools, a teacher other than a supply teacher shall, notwithstanding heads (a) and, not be required to provide such cover. Public examinations (10) participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations: recording and reporting such assessments and participating in arrangements for pupils presentation for and supervision during such examination; Management (11) (a) contributing to the selection for appointment and professional development of other teachers, including the induction and assessment of probationary teachers; co-ordinating or managing the work of other teachers; (c) taking such part as may be required of him/her in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school; Administration

13 (12) (a) participating in administrative and organisational tasks relating to such duties as described above, including the management or supervision of persons providing support for the teachers in the school and the ordering and allocation of equipment and materials; (c) subject to the provision of Article 22 of the Order, attending assemblies; registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions. Working time 4 (a) A full-time teacher, other than a teacher employed in a residential establishment, shall be available for work on 195 days in any year of which not more than 190 days should involve teaching children in a classroom situation. (c) (d) A teacher, other than a teacher employed in a residential establishment, shall be available to perform such duties at such times and such places as may reasonably be specified by the Principal, or where he/she is employed by a board on terms under which he/she is not assigned to any one school by the Board or the Principal of any school in which he/she may for the time being be required to work as a teacher, for 1265 hours in any year exclusive of time spent off school premises in preparing and marking lessons and time spent travelling to and from the place of work. A teacher may not be required to teach as distinct from supervise children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5 hours in any week in a secondary school. Unless employed under a separate contract as a midday supervisor, a teacher shall not be required to undertake mid-day supervision. (e) Subject to paragraph (f) all teachers shall be required to have a break of at least 30 minutes between the hours of 12:00 noon and 2.00 pm. (f) (g) Teachers in nursery schools and in nursery units in primary schools shall be required to have a break of at least 30 minutes between the hours of 12:00 noon and 2.30 pm. For the purpose of this paragraph a year means a period of 12 months commencing on 31 July and a week means a period of 7 days commencing on a Sunday.