Teacher of English

3 weeks ago

WestcliffonSea, United Kingdom Westcliff High School for Boys Full time

This is an exciting opportunity for an innovative and dynamic teacher to join a thriving Department. The School is looking to recruit a dynamic English teacher.  The position is offered with the role of Key Stage 3 English Co-ordinator for suitably experienced applicants.  The Key Stage 3 English Co-ordinator receives a TLR payment of TLR 2b (£5,529) and four periods of remission from teaching (teaching 45 50 minute periods a fortnight). 

The Department comprises 8 full-time and part-time staff. At GCSE and A Level, we have introduced the reformed AQA specifications and English is a popular choice at A Level. The Department also plays an important role in the extra-curricular life of the School. 

CURRICULUM 

The new Year 7-9 syllabus has been produced by the English Department at WHSB to secure the skills of reading for meaning, reading for enjoyment, writing for a variety of purposes, and technical accuracy. In each year, pupils study a wide range of texts including a prose from the literary timeline, modern and Renaissance dramas, and a contemporary novel; a variety of further topics including genre work, poetry clusters, creative and non-fiction writing.  

We aim to engender a lasting enjoyment and appreciation of the study of English, embedding the skills required to make a confident start to the GCSE curriculum. The Department employs a range of assessment tasks, which have recently been re-written to reflect some of the expectations and structure of our GCSE assessment framework. However, in recognition of the greater maturity and sophistication required for GCSE success, we choose not to begin GCSE study until the start of Year 10. 

The AQA GCSE 9-1 curriculum follows on from the work that has been completed in Years 7-9, incorporating more work on unseen texts in preparation for students’ final examinations. We also seek to bridge the step between GCSE and A-Level study by introducing, in particular cases, introduction to low level critical theory such as semiotics, post-colonialism, feminism and psychoanalysis. 

In the Sixth Form, students can choose to study English Literature if they attained a Level 7, 8 or 9 in both GCSE qualifications. 

WHSB English follows the AQA Specification. Students study a unit on Modern Times exploring modern prose from 1945 onwards: a novel, and a post-2000 collection of poetry for cross-comparison with a drama text. Their other genre focus is Love through the Ages, for which the students study a Shakespeare play; a collection of pre-1900 poetry, and a post-1900 novel. The course teaches a historicist approach to literary study which has proved popular with students and yielded very positive outcomes in A-Level. This knowledge is supplemented with a wider reading course of both fiction texts and critical theory, which seeks to develop and apply more closely the theories introduced at GCSE. 

The course also has a coursework component worth 20% of the final marks awarded. Coursework tasks are formulated, researched and completed by the students with viva-style feedback and a strong emphasis on the importance of independent study. 

Salary 

The standard teacher pay scales would apply although financial incentives are available for well qualified and/or experienced teachers. 

This post would be suitable for graduates who are seeking to train to be teachers, Early Careers Teachers and more experienced teachers.   There is also an opportunity to take up a Pastoral Lead (Head of Year) position.  

Job Purpose: 

The teacher is required to carry out the general professional duties of a school teacher under the reasonable direction of the Head of Department and Headmaster and to perform such particular duties that from time to time which may reasonably be assigned him/her by the Headmaster. Teachers on the Upper Pay Scale (UPS) will be expected to make broader contribution to the School as a normal part of their work.  

General Duties: 

to support and promote the School’s general purposes, ethos and Learner Profile;  to be familiar with and respect and follow the School’s Policies and Procedures; to maintain a good understanding of whole School Evaluation and Development Planning; to act as a role model to pupils through always being punctual and well prepared and to maintain appropriate professional relationships and an atmosphere conducive to learning; to attend School and Year Assemblies and to carry out a share of supervision duties in accordance with published rotas; to contribute actively to the maintenance of the School as an orderly community by upholding the provisions of the School’s Rules and the Pupils’ Code of Conduct; to maintain good order and discipline among the pupils, safeguarding their welfare both on School premises and when engaged in authorized activities elsewhere; to participate in staff and other meetings relating to the School’s curricular, pastoral or administrative arrangements; to assist with covering or taking other classes as and when required (e.g. staff illness) and being available for examination invigilation; to communicate and co-operate on educational issues with persons or bodies outside the School as appropriate; to contribute to the extra-curricular life of the School as appropriate and attend and support School and House events wherever possible. 

Teaching:  

to ensure that lessons are planned in appropriate detail (considering pupils’ prior attainment) and are prepared and delivered in accordance with the Learner Profile, departmental Schemes of Work and regulatory standards, reinforcing the need for high expectations which inspire, motivate and challenge pupils; to take account of pupils’ educational needs (differentiating where appropriate), to teach in a manner appropriate to a Grammar School (as outlined in the School’s Guide to Outstanding Teaching), including the setting and marking of work, to be carried out by the pupils in School and elsewhere (homework), according to agreed schedules;  to assess, record and report on the development, progress and attainment of pupils in accordance with the School’s policy, in order to ensure pupils fulfil their potential. This record of assessment should be available to the Head of Department or Directors of Studies on request; to regularly mark pupils’ work, giving appropriate feedback and keeping records of marks; to provide mark lists, grading lists, written reports, internal comments or references relating to individual pupils as the School may require; to communicate with Head of Department and Form Tutor regarding the progress of individual pupils, as necessary;  to attend Parent Evenings to discuss the progress of pupils and use such occasions to offer constructive advice on what pupils need to do to improve their progress; to participate, within the guidelines laid down by the Head of Department, in the evaluation and development of appropriate methods of teaching, syllabuses and materials, writing Schemes of Work as reasonably requested and contributing to the development of departmental policy; to assist with displays and publishing of pupils’ work; to utilise ICT as an effective tool to aid teaching and other classroom resources as appropriate;  to assist with departmental voluntary activities, societies, trips and initiatives.  

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