Physics teacher, Secondary School

To teach students who are assigned to a class within the school and to carry out such associated duties as are reasonably assigned by the Head of Secondary.
To promote the ‘mission’ and philosophy of the school ensuring that children are working towards being International citizens.
Ensuring that planning, preparation, recording, assessment and reporting meet their varying learning and social needs and to be flexible and adjust to the needs of the school, actively contributing to its development and growth.
Demonstrates thorough curriculum knowledge, that they can teach and assess effectively, take responsibility for professional development and has students who achieve well.

Planning, Teaching and Class Management
In delivery of Physics throughout the Secondary School:
• Years 7 to 9 follow Key Stage 3 of the English National Curriculum (ENC). Assessment at KS3 is criterion-related using the BISB (NAE) 4-point scale, with progress targeted and tracked at regular intervals.
• Years 10 and 11 prepare for the IGCSE Separate Sciences (0625) and IGCSE Coordinated Sciences (0654) examination, as offered by Cambridge International Examinations (CIE).
• Years 12 and 13 prepare for the IB Diploma at both Standard Level and Higher Level.
• Target setting and tracking using CEM data takes place at IGCSE and IB in collaboration with form tutors.
It would be expected that the successful candidate would have:
• Excellent communication, organisational and classroom management skills, meet deadlines and work well under pressure.
• A genuine interest in the all-round welfare of students is essential as is being able to work independently and as a member of a team.
• As well as teaching, the colleague would be expected to develop assessments, contribute to schemes of work, keep detailed student records and contribute to the development of the department in all areas (such as reviewing and improving the KS3 programme of study and creating new resources.)
Monitoring, Assessment, Recording, Reporting
• Use performance data to evaluate students' progress and set appropriate targets for improvement;
• Use assessment to inform planning and teaching;
• Report on progress to all stakeholders.