Candidate I Candidate Information - Head of Computing & Second in ICT - Hardenhuish School
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Hardenhuish School
A High Performing Academy
Candidate
Candidate I
Information
Head of Computing & Second
in ICT
Closing Date: 8.30am on Monday 1 February 2021
January 2021 Dear Applicant Thank you for your interest in Hardenhuish School and our vacancy for Head of Computing & Second in ICT. We wish to appoint an enthusiastic and highly motivated Head of Computing & Second in ICT. In addition to being organised, reliable and responsible, the successful candidate will need to demonstrate sound Computer Science experience, leadership qualities and strategic planning skills. The candidate will initially be responsible for the KS4 & KS5 Computing curriculum, helping build and develop the Computing KS3 curriculum to ensure a natural progression of skills. The postholder will also be required to work closely with the Curriculum Leader in order to further enhance the quality of Teaching and Learning and show initiative and dedication to further raising the profile of ICT and Computing across the school. After reading the supporting job description, I hope you pursue an application for this exciting and rewarding role. Please send your completed application and equal opportunities forms to Human Resources at hr@hardenhuish.wilts.sch.uk. Hardenhuish School is committed to safeguarding and protecting the welfare of children and young people and, as such, has robust safeguarding policies and procedures. We expect all staff and volunteers to share this commitment and our application pack includes the School’s Safeguarding Child Protection Policy with Handbook. Please note, shortlisted applicants will be expected to respond appropriately to safeguarding questions at interview and the successful candidate will be required to complete an enhanced DBS disclosure. The closing date for this post is 8.30am on Monday 1 February 2021 with interview taking place within the following 10 working days. Unfortunately, due to the high response rate that we receive for posts such as these, we are unable to offer feedback on individual applications which are not shortlisted for interview. Thank you again for your interest in Hardenhuish School and I hope you will pursue your application. Yours sincerely Lisa Percy Lisa Percy Headteacher
Hardenhuish School is an 11-18 co-educational comprehensive school set in the magnificent
parkland of the former Hardenhuish Manor and Chippenham Grammar School. We enjoy an
outstanding reputation locally and nationally. At Hardenhuish we put children at the centre of
all we do: we believe in a three-way partnership with the school, home and the individual,
ensuring that each and every young person is ‘inspired to learn and supported to succeed’.
ICT & Computing Departmental Profile
The ICT & Computing Team
Tim Phillips is an experienced, organised and supportive Curriculum Leader. His team
comprises of three highly committed and dedicated teachers and benefits from a small hub of
administrative support.
The team is a cohesive group of experienced, vibrant subject specialists, who are progressive in
their pedagogy and embracing new technologies. In addition to being outward-facing, the team
has a collaborative approach to lesson planning and teaching and learning resources. The
department is often involved in piloting new whole school initiatives, staff training on new
technologies and take a keen interest in the E-safety training for both pupils and staff alike,
which continues to enhance the reputation of the department as an approachable and
knowledgeable team.
Due to the constant changing nature of ICT and Computing in both the curriculum and society,
the department takes pride in keeping up-to-date with new and innovative developments in the
subject, taking a keen interest in the technological changes around us and ensuring the taught
curriculum is both inspiring but also current for our young learners.
Since 2016 Hardenhuish School has consistently achieved the ‘Microsoft Showcase School’ mark
in recognition of its commitment to integrating ICT and Computing into teaching and learning
on a whole school level. In 2019 Tim led the school to achieve the reaccreditation of the ‘360 Degrees Safe’ mark which could not have been achieved without the drive and support of the department. The department is passionate about making links with local communities to ensure the best opportunities for our learners both within Hardenhuish but also local Primary Schools. They offer two AGAT events for local primary schools which run throughout the year focusing on problem solving and E-safety, with the department sharing the roles and responsibilities on providing enriching and informing sessions for our surrounding primary schools. Facilities Currently there are seven computer suites throughout the school; each room has around 33 dedicated teaching machines (with the exception of the sixth form teaching room which has around 20 machines) and a large number of iPads are available for loan if required. The school has reliable broadband Internet provided through the SWGfL, with internal and external internet and email filtering. All teaching staff at Hardenhuish are provided with a touch screen laptop which acts as their primary teaching device. The ICT classrooms are also equipped with teachers’ computers, laptop docking stations, air server for wireless connectivity to devices, video projectors and interactive whiteboards, with all suites now running Windows 10 providing powerful hardware and up to date software. The school is also fully Wi-Fi enabled across site allowing the use of wireless technologies such as tablets in lessons for teaching and learning. The school makes use of the Office 365 platform with all resources and many applications now available in the cloud, allowing seamless access to software and resources around the school site and at home. The network infrastructure is fast and reliable, and we provide almost all services in-house, managed by a team of three experienced ICT Support staff. The ICT faculty office is a large shared space with the ICT support staff allowing for collaboration, teambuilding and transparency when understanding the needs of the school network from both a teaching and managing viewpoint. Teaching, Learning and the Curriculum Key Stage 3 At KS3 pupils will encounter a varied and current curriculum which is designed to tie in with the GCSE options offered. The department have made a conscious effort to ensure a fair balance between the ICT & Computing content with the curriculum to ensure the needs of all pupils are met due to the diverse nature of each subject pathway. In Year 7 pupils have one lesson of discrete ICT and in Year 8, pupils have two discrete ICT lessons. In Year 9, pupils have two discrete ICT lessons and can opt for an additional ICT module in Computer Science which introduces many ideas and concepts pupils will encounter within GCSE Computing. To ensure subject content is relevant and current the schemes of learning are continually reviewed and adapted to confirm their effectiveness and suitability. This is always a team effort with different members of the department adapting and updating resources and both the curriculum leader and second in department reviewing assessment processes for each unit. Moving forward the department are hoping to implement a cyclic scheme of learning for KS3 to ensure skills and knowledge are revisited at various points throughout the years with the aim of solidifying knowledge and skills over time. The department is not afraid of change and is welcome to new and exciting ways to deliver concepts and teach lessons. Key Stage 4 ICT & Computing are optional subjects at KS4. The department currently offer the AQA GCSE Computer Science qualification which has proven to be a popular, well subscribed course with around 60 – 70 pupils each year. Their results in this qualification have been excellent for the past two years since the new specification was launched, with Hardenhuish pupils making progress positive progress above other schools that teach the qualification. The course will require some modification moving forward with the specification changes in the 2020 – 2021
exam cycle. As part of the course pupils will also visit Bletchley Park to learn more about cyber security whilst completing the unit of the same name. Starting in September 2020 the department are launching the OCR Cambridge Nationals in Information Technologies for our Year 10 pupils. Historically they have taught the OCR Cambridge Nationals in I-media (which their Year 11 pupils will still be completing in the 2020 – 2021 cycle) however as a department they feel the Information Technologies course, with it’s focus on data management using Spreadsheet and Database applications will teach skills that will set learners up better for their future due to the widespread commercial use of these applications. The new course has been well subscribed for the 2020 – 2021 cycle and is currently being developed by the department. Key Stage 5 At KS5 the department has a strong intake of students taking either the ICT or Computing option. In Computing the AQA Computer Science A-level is taught and has a successful track record of high achievement. The department have chosen to teach the AQA specification due to the Paper 1 live exam component, as they feel it offers a unique experience to students that other exam boards don’t currently offer. In ICT the OCR Cambridge Technical Level 3 extended certificate is offered. This has been a popular choice for students over the past number of years due to its balance of exams and coursework, with course components looking at cyber security, the Internet of Everything and Project management. Progress and Achievements Key Stage 4 The GCSE Computing qualification has had many successes over the past couple of years. In the 2018 – 2019 cycle 76% of pupils achieved a grade 9 – 4 and 39% of those pupils achieving a 9 – 7. In the 2017 – 2018 cycle 83% of pupils achieved a level 9 – 4 with 49% of those pupils achieving a grade 9 – 7. In the OCR I-media qualification during the 2018 – 2019 cycle 80% of pupils met their target grades with 65% of those pupils surpassing their predicated grade. Key Stage 5 At A-level Computing 12 students sat the exams in the 2018 – 2019 cycle with 75% of students achieving a grade A* - C, and 3 of those students achieving an A grade. All students were successful at achieving a grade from A* - E. In the OCR Cambridge Technicals qualification 12 students sat the exams in the 2018 – 2019 cycle. With this qualification students can only achieve either a Distinction (A), Merit (C) or Pass (E ), 50% of those students achieved a grade A* - C, with two of those students achieving an A*. All students were successful in securing a grade from A* - E.
Extra-curricular
To enrich AGAT pupils the department offer a range of competitions which run on an annual
basis. With all year groups (excluding Years 11 and 13) they run the UK Bebras competition.
This year we had over 70 pupils across the year groups who achieved in the top 10% nationally
and went on to the next round known as the TCS Oxford Computing challenge. In this round two
pupils were again in the top 10% and made it through to the final round which this year was
completed at home.
The department has embraced the iDEA award which runs each week as a club. The club is well
attended and many pupils from all years enjoy attending and completing various badges to
achieve either the bronze or silver award. They have currently had many pupils achieve the
bronze award, with a handful of those going on to achieve the silver award.
The MOD ‘cyber first/cyber discovery’ is launched with Year 10 and 12 Computing students
each year to engage them in problem solving but to also give them an opportunity to explore a
career in cyber security. Many pupils who engage with the competition have gone on to the next
round and are finding the experience both rewarding and challenging.
Earlier this year the ICT department hosted a problem solving ‘Hackathon’ event ran by the
MOD involving local secondary schools going head to head with the aim of solving a range of
high level, MOD inspired challenges. This event was a great success and we are hoping to run
something similar in the future.
Recently the department invested in a number of Lego robotics kits and launched a Lego
robotics club. The club has had strong numbers and the department is looking at ways they can
explore competitions and challenges with Lego robotics.
The department also have a range of technology available for extra-curricular opportunities.
The department has a high-end PC with an Oculus rift set up for VR development using
applications such as Unity. Pupils also have access to Raspberry Pis and BBC Microbits which
can be used for exploring new ideas and concepts. The department is always looking for new
and exciting extra-curricular activities for their young learners and are happy to invest in new
technology if it will have a positive impact on the education and enjoyment of the subject.
The Vacancy
We are seeking to appoint a full-time Head of Computing & Second in ICT & Computing to start
on 1 September 2021. This vacancy would suit an enthusiastic subject specialist who is
committed to the development and promotion of outstanding teaching and learning of
computing for all pupils/students at Hardenhuish. A teacher who has an understanding of the
Computing curriculum is desirable.
Application Procedure
If you feel that you would like to join this thriving department, and that you can offer what we
seek, please complete the application form and write a letter in support of your application. As
part of this, please include the following:
1. Your relevant experience and achievements.
2. How you would increase the progress and engagement of all pupils in ICT & Computing
The closing date for this post is 8.30am on Monday 1 February 2021 and interviews will be
arranged with shortlisted candidates on an individual basis. If you wish to discuss this vacancy
or the interview process please contact Heather Baker, HR Manager via her email address
hjb@hardenhuish.wilts.sch.Job Description
Introduction
Post title Head of Computing & Second in ICT
Start date 1 September 2021
Working time 195 days per year, full-time and permanent
DBS disclosure Enhanced level
Safeguarding children, young people and vulnerable adults
Hardenhuish School is committed to safeguarding and promoting the welfare of
children and young people and expects all members of the Leadership Team to
promote this commitment.
Post Purpose To implement and deliver an appropriately broad,
balanced, relevant and differentiated curriculum for
pupils and to support the ICT & Computing
Department.
To monitor and support the overall progress and
development of pupils/students as a teacher.
To facilitate and encourage the learning experience
which provides pupils/students with the opportunity
to achieve their individual potential.
To contribute to raising standards of pupil/student
achievement and attainment, including closing the gap
for Special Interest Groups (SPIGs).
To share and support the school’s responsibility to
provide and monitor opportunities for personal and
academic growth.
Why this post is important You have a key role in the development of the young
people in this school. By implementing, delivering and
monitoring a broad and balanced curriculum which
meets the needs of individual pupils/students, you
help those pupils/students to reach their full potential
as learners. By providing those young people with
opportunities for personal, spiritual and academic
growth you contribute to the development of
pupils/students who can make a valuable contribution
to the wider community.
Line Manager Curriculum Leader (CL)
7Liaising with Leadership Team (LT), Curriculum Leaders,
teaching/support staff, external agencies, parents.
Responsible for The provision of the full learning experience and
support for pupils/students outside of the taught
curriculum. The leadership and development of their
team members within the responsibility area.
Main Duties in addition to those of the substantive post & as a teacher
Leadership
Where practice is excellent you
Your responsibilities include…
might…
Implementing the school vision in the Ensure ‘inspired to learn, supported to
responsibility area. succeed’ is the cornerstone of the
responsibility area.
Leading the development of appropriate Have a role in offering Continuing
syllabuses/specifications, resources, Professional Development (CPD) to
schemes of work, assessment, and colleagues or being an examiner.
teaching and learning strategies in the
responsibility area.
Actively monitoring and following up Examine all data critically to challenge
pupil/student progress. Maximising use the responsibility area and to follow up
of analysis and evaluating performance on issues with pupils/students and their
data to identify and take action on issues parents on behalf of the team.
arising from data within the
responsibility area.
Implementing school policies and Take an active role in the Health & Safety
procedures e.g. equalities, health and (H&S) group at school where
safety, COSHH etc. appropriate.
Contribute to the induction of new staff in
relation to the implementation of school
policies.
Working with colleagues to formulate Support the CL in using team analysis to
aims, objectives and strategic plans for enable all colleagues to develop a critical
the responsibility area which have voice which views the curriculum
coherence and relevance to the needs of experience from the pupils/students and
pupils/students and to the aims, parents viewpoint as well as from
objectives and strategic plans of the teachers and the school.
school in their team’s Learning Team Self
Evaluation Form (LTSEF).
Using observation and other data to Examine all data critically to look for
establish annual priorities within the areas to further develop alongside school
responsibility area, with regard to the priorities.
school priorities, to include in the team’s
LTSEF.
8Leading appraisal within the team. Train colleagues to become better
appraisers and appraisees.
Liaising with the CL to ensure the Be a role model of excellent practice and
delivery of an appropriate, high quality act as a coach to develop others.
and cost effective curriculum which
complements the School Development
Plan (SDP).
Being accountable for the development
and delivery of the responsibility area.
Leading curriculum development for the Plan effective CPD which targets the
responsibility area. needs of colleagues within and at times
beyond your team.
Keeping up to date with national Be an examiner or member of a subject
developments in the responsibility area, panel or association.
teaching practice and methodology.
Monitoring actively and responding to Have your eye on the horizon to
curriculum developments and initiatives understand the wider context of
at both local and national level. education to ensure that provision is at
the forefront of practice.
Ensuring that the development of the Have a future proof grasp of the national
responsibility area is in line with curriculum requirements.
national developments.
Working with the CL to ensure that staff Develop a culture of openness and
development needs are identified and support for colleagues so that they
met. identify their own needs and are able to
offer support in the development of
others.
Participating in the interview process for Assist the CL in drawing up a person
new posts within the subject area and specification based on the team’s needs
ensuring effective induction with the CL. through use of psychological analysis
tools such as Belbin or Myers-Briggs.
Assisting the CL in promoting team work Assist the CL in using psychological
and ensuring effective working relations, analysis tools such as Belbin or Myers-
including monitoring staff absence and Briggs and foster a collaborative team.
well-being.
Supporting the CL in establishing Support the CL in developing team ‘non-
common standards of practice within the negotiables’ with the team which are
responsibility area and developing the reviewed regularly.
effectiveness of teaching and learning
styles in the subject area.
9Supporting the CL in establishing a peer Support the CL in developing peer
observation programme to maximise observation to target CPD needs within
benefits to teaching and learning in the the team.
responsibility area.
Supporting the CL in ensuring that all Support the CL in using meeting time to
members of the team are familiar with ensure team members have ownership of
the SDP and the team’s LTSEF. the LTSEF and take responsibility for
achieving team goals.
Representing the responsibility area’s Contribute positively to team meetings
views and interests. and other wider school groups, including
taking the lead where appropriate.
Supporting the CL in ensuring that the Foster the team’s understanding and
Positive Behaviour Policy is ownership of the school ethos.
implemented within the responsibility Implement intervention where
area. appropriate in the responsibility area.
Deputising for the CL as appropriate. Leading CPD for new responsibility
holders.
Management
Where practice is excellent you
Your responsibilities include…
might…
Managing day to day course provision Take a lead in timetabling your
and effective deployment of staff and responsibility area. Ensure planning
physical resources. enables all of the team are able to benefit
from resources.
Being responsible for the efficient and Assist the CL in making the support staff
effective deployment of support staff feel part of the team and genuine
within the responsibility area. contributors to the success of the team,
including liaising with the SENCO
regarding Teaching Assistant (TA)
deployment.
Assisting the CL in ensuring that Assist the CL in working with the team to
appropriate resources are available for ensure there is a bank of appropriate but
subject cover lessons and liaising with easy to use cover lessons.
the cover teacher/supervisor.
Supporting the CL in holding regular Support the CL in designing agendas to
meetings within directed time. cover the whole annual cycle but with
flexibility to respond to urgent issues.
Being responsible for the day to day Uphold professional standards in all that
management of staff within the you do and say.
designated area & acting as a positive
role model.
10Ensuring that subject area targets are By monitoring targets, enable intervention
met. with colleagues before any targets are
missed.
Contributing to lesson observations. Lead CPD on how and what can be learnt
from observations.
Ensuring that all educational visits are Plan a coherent programme of
well managed and organised with due extracurricular opportunities in the
regard to H&S and follow school responsibility area.
procedures.
Ensuring the maintenance of accurate Develop a web presence which is kept up
and up to date information about the to date.
responsibility area.
Ensuring effective Respond, even if only as a holding
communication/consultation with exercise, within one day, and complete
parents/pupils and students. within a week.
Assisting the CL in ensuring consistent Target CPD to improve team
marking and assessment within the team understanding of and through
and within exam board tolerances where moderation.
appropriate.
Support the CL in having a coherent
system for assessment and marking, and
its monitoring.
Liaising with other schools, exam boards, Be an active presence in local CPD groups,
and relevant external agencies/bodies. including contributing to local subject
based days.
Managing the available resources of Assist the CL in planning capitation
space, staff, capitation and equipment, spending with team to address priorities
efficiently and maintaining records. over time.
Teacher Job Description
Operational/Strategic Planning
Where practice is excellent you
Your responsibilities include…
might…
Planning and preparing courses and Share generic lesson planning strategies
lessons. (4) with colleagues in your area and other
curriculum areas.
Assisting in the development of Take responsibility for developing a fully
appropriate syllabuses/specifications, resourced, differentiated scheme of work
resources, schemes of work, and teaching which can be used by the other members
strategies within the curriculum area. of your team.
(2, 4, 5) Plan for the effective use of support staff
including Teaching Assistants (TAs).
11Contributing to the curriculum area’s Attend exam board INSET and develop
development plan and its curriculum provision for your subject
implementation. (8) based on the training received.
Take responsibility for the planning,
implementation, review and refinement
of one aspect of your Curriculum LTSEF.
Participate in cross curricular area
working party to develop practice.
Develop a process to elicit feedback from
pupils/students and implement changes
to the curriculum based on the results.
Contributing to the whole school’s Lead training in meetings or with
planning activities. (8) colleagues in other curriculum areas,
explaining how you make use of data to
inform your planning.
Taking responsibility for the Support learners identified as being in
identification of Special Interest Group SPIGs, e.g. share materials which focus on
(SPIG) pupils/students and monitor their challenging Able, Gifted and Talented
progress, including Pupil Premium. (5) pupils/students by developing higher
order thinking skills and which support
pupils/students with Special Educational
Needs by ‘scaffolding’ their learning in
order to raise achievement.
Create and share specific opportunities
for pupils/students to understand and
develop multiple intelligences. Create and
resource a strategy for a Key Stage which
develops the pupils’/students’ ‘learning
to learn’ skills in your curriculum area.
Assessment
Where practice is excellent you
Your responsibilities include…
might…
Assessing pupils’/students’ work as Develop a system of Assessment For
required by internal procedures and Learning for your subject and share it
external bodies. Providing written and with your colleagues. Contribute to the
verbal feedback to pupils/students which development of assessment across the
offers clear paths for improvement and school by presenting your ideas to
provides high expectations and a sense of colleagues via TeachMeets.
self-worth for those you teach. (6)
Developing pupils’/students’ ability to Develop systems which empower
self and peer assess. (6) pupils/students to assess their own work
and set themselves meaningful learning
targets.
Recording and reporting on the Create a resource which can be used by
attendance, progress, development and colleagues in your curriculum area to
attainment of pupils/students and
12keeping clear accessible records in line improve the quality of their record
with school practice. (6) keeping.
Providing high quality written and verbal Lead training at curriculum area and
assessments, references and reports school level to improve the quality of
relating to individuals and groups of reporting. Create a comment bank of key
pupils/students. (6) phrases and terminology for your
curriculum area for use by new and non-
specialist teaching staff.
Teaching
Where practice is excellent you
Your responsibilities include…
might…
Teaching pupils/students according to Support colleagues in differentiating
their educational needs, including the materials.
marking and setting of pupil/student
work. (5)
Assessing the progress, development and Lead colleagues in the development of
attainment of pupils/students and tracking learner progress.
keeping records. (6)
Providing, or contributing to, oral and Support new colleagues at parents’
written assessments, progress checks, evenings and/or lead training on writing
reports and references relating to and completing reports.
individual and groups of pupils/students.
(6)
Undertaking a designated programme of Observe others and contribute to the
teaching. (1, 4, 5) coaching of colleagues in improving their
teaching.
Ensuring high quality learning Take responsibility for one of these
experiences for pupils/students, which strands within your subject area and
meet internal and external quality develop a range of resources and model
standards. (1, 2, 3, 4, 5) lesson plans which embed these
initiatives and the school’s ethos.
Preparing and up-dating subject Update and revise materials to ensure
materials. (3, 4, 5) relevance to young people.
Using a variety of delivery methods, Develop a bank of model lesson plans
which will stimulate learning. (1) which demonstrates how the school’s
values can be integrated into your subject
area.
Maintaining discipline in accordance with Offer to support new or inexperienced
the school policy and encouraging staff with classroom management either
punctuality, behaviour, standards of work by acting as receiving teacher or peer
and homework. (1, 7) observing them with a focus on
discipline. Review the quality of
homework within your curriculum area
and work with your team to improve it.
13Undertaking assessment of Lead colleagues in their understanding of
pupils/students as requested by external external examinations and ensure that
examination bodies and school experience and good practice are shared.
procedures. (6)
Marking, grading and giving Collate and manage the collection of data
written/verbal and diagnostic feedback within the curriculum area to monitor
as required in accordance with school progress.
practice. (6)
Tutor
Where practice is excellent you
Your responsibilities include…
might…
Tutoring, getting to know your tutees Know your tutees really well, by being
with a holistic overview. (8) friendly and professional. Support new
colleagues in developing their style of
tutoring.
Promoting the progress and well-being of Lead assembly and contribute to the
individual pupils/students and the tutor writing of tutor period activities.
group. (6, 8)
Liaising with the Learning Manager, Contribute to Team Around the
Pastoral Team and other colleagues over Child/Common Assessment
issues with individuals and within the Framework/Personal Education Plan
wider tutor group. (8) meetings of pupils/students in tutor
group.
Registering pupils/students and Support Attendance Officer in monitoring
encouraging their attendance and attendance of tutor group.
participation in school life. (7, 8)
Communicating with parents after Support new colleagues by encouraging
liaising with the appropriate staff. (8) contact with parents. Contribute to
Parent Forums.
Preparing for and meeting with parents Act as the lynch pin in three way
and tutees on Personalising Learning Day communication between parents, pupils
(PLD). (8) and the school.
Writing the annual report for tutees. (8) Collect relevant personal information
about tutees in a systematic way to write
individual, informed reports of high
quality to facilitate pupils’/students’
improvement.
Development
Where practice is excellent you
Your responsibilities include…
might…
Taking responsibility for your Set yourself challenging targets with
professional development by engaging ambitious outcomes which impact on the
actively in the appraisal process. pupils/students you teach and on the
Reviewing your progress from the pupils/students taught by other members
previous year and setting meaningful of your curriculum team.
14targets with clear outcomes which benefit Develop your skills by volunteering to
pupils/students and meet your own take responsibility for an aspect of school
professional development needs. (8) life which falls outside your current
remit.
Assisting in the process of curriculum Assist your Curriculum Leader or Second
development to ensure continued in the process of curriculum area
relevance of provision to meet monitoring to gauge pupil/student views
pupils’/students’ needs and syllabus on your subject. Offer to take
requirements. (5) responsibility for the implementation,
Taking an active role in the shaping, review and refining of one aspect of the
implementation and review of the Curriculum LTSEF.
curriculum area LTSEF. (5, 8)
Making a contribution to whole school Lead a whole school INSET on an area of
INSET and planning activities. particular strength. Work with teachers
Contributing to cross-curricular and from other schools to share good practice
school wide developments and initiatives. and implement what you have learnt.
(8)
Lead on a Cross-Curricular Day activity.
Lead an Activities Day experience.
Identify a gap in the provision of extra-
curricular activities and organise an
activity to fill the opening.
Communication
Where practice is excellent you
Your responsibilities include…
might…
Communicating effectively with parents. Compile individual pupil/student action
(8) plans for parents/carers at PPCEs/PSCEs.
Following agreed policies for Contribute to the evaluation and
communications in the school. (8) development of communication systems
within the school.
Playing a full part in Open Evenings, Model expectations to newer members of
Parents’ Evenings and PLDs. (8) staff.
Other Specific Duties
Where practice is excellent you
Your responsibilities include…
might…
Promoting school policies. (1-8) Support new colleagues in developing
their understanding of school policies.
Complying with the school’s Health and Take responsibility for one aspect of
Safety Policy. (1, 7, 8) Health and Safety: for example the risk
assessment and attendant paperwork for
a field trip in your subject area.
Undertaking any other duty as specified
by School Teachers’ Pay and Conditions
Document not mentioned in the above.
(1-8)
15Complying with any reasonable request
from a manager to undertake work of a
similar level that is not specified in this
job description. (1-8)
Improving Standards
Where practice is excellent you
Your responsibilities include…
might…
Evaluating your teaching to ensure that Peer coach a colleague in your
you meet the agreed Teachers’ Standards department, focussing on developing
in respect of preparation, delivery and standards. Work with your Curriculum
assessment. Modifying and improving Leader or Second to develop clear
your practice where appropriate. (1-8) curriculum area criteria for preparation,
delivery and assessment.
Contributing to the process of monitoring Develop model lesson plans, resources
and evaluating your curriculum area in and schemes of work to exemplify the
line with agreed standards and agreed standards within your curriculum
performance criteria, including methods area and share them with colleagues.
of teaching and schemes of work. (1 – 8)
Participating in the review, development Take an active role in establishing
and management of activities relating to clusters of colleagues in curriculum and
the curriculum, organisation and pastoral pastoral roles to review the functions and
functions of the school. (1- 8) organisation of these parts of the school.
What sort of support can you expect?
The designated line manager will give you clear guidance on the standards of
planning, assessment and delivery at least once a year. They should also be able to
suggest colleagues to peer coach in your responsibility area. Your LT line manager
will be able to suggest ways that you can become involved in participating in
improving standards at a whole school level.
Management of Resources … You will be expected to
Contribute to the process of ordering and allocating materials and equipment.
Assist the Curriculum Leader to identify resource needs and to contribute to the
efficient/effective use of resources to the benefit of the pupils/students and
department.
Whilst every effort has been made to explain the main duties and responsibilities of the
post, each individual task undertaken may not be identified and you may be asked to
carry out additional responsibilities by your LT line manager.
16Signatures
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 description is current at the date below but will be reviewed on an annual
basis and following consultation with you, may be changed to reflect or anticipate
changes in the job requirements which are commensurate with the job title and grade.
Signed………………………………………. Signed……………………………………….
(Teacher) (Headteacher)
Dated ………………………………………… Dated …………………………………………
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