Ramsey Grammar School
Subject Leader Religious Education
Headteacher: Mrs A G Baker M Ed NPQH Lezayre Road, Ramsey, Isle of Man, IM8 2RG
Tel: (01624) 811100 Fax: (01624) 811101 e-mail: [email protected]
From the Headteacher
Dear Colleague
Thank you for your enquiry about the post of Subject Leader Religious Education at Ramsey Grammar School.
Though I have myself only recently taken up the post as Headteacher, I know already that this is a great school with a proud history. There is a strong sense of community in the school and in the town of Ramsey, which is reflected in the values and positive ethos shared by the school’s students, staff and parents. Our staff are extremely hardworking and are committed to providing educational opportunities that help all students to succeed.
At Ramsey Grammar School we are committed to providing the very best education for our young people. I am looking therefore, to recruit people who are innovative and proactive; people who are constantly seeking ways to improve teaching and learning - people who are lifelong learners themselves.
Should you decide to apply, your letter of application (no longer than two sides of A4 please) should address the following areas:
1. Your strengths in teaching and learning and how you have arrived at these conclusions. 2. How your experience has prepared you for this post. 3. An area of curriculum enrichment that you would like to develop.
You will also be required to complete the Isle of Man Department of Education and Children online application.
Please note: short-listed candidates will be expected to teach as part of the interview process.
The closing date for applications is 6 March 2015
Interviews will take place at a mutually convenient time.
Mrs A G Baker Headteacher January 2015 2
Ramsey Grammar School Background Information
Ramsey Grammar School opened on the present site in 1946, possibly the first fully comprehensive school in The British Isles. The buildings provide a pleasant spacious school, well equipped and appointed. It is located on the outskirts of Ramsey, a picturesque, seaside town with a working harbour and a population of around 6,000. About 50% of our students live in the surrounding rural areas and travel on school buses. The school is well situated in a tranquil setting, having some of the most breathtaking views from the majority of classrooms and the extensive fields. It is not quite so tranquil in TT week since it is on the actual race course!
The two main parts of the school, East (built in 1931) and West (built in 1940), are some 200 metres apart. The buildings have been extremely well-maintained and a programme of upgrading classrooms and corridors has produced a high quality learning environment. We moved into a stunning new £6.5 million building in September 2007. The new buildings house Special Needs, Design and Technology, a vast open- plan Art studio, Drama studios, Economics, Business, Politics, Rural and Agricultural Science and a state-of-the-art teaching piggery, a Sixth Form Centre including a 122 seat Lecture Theatre, and a suite of new English rooms. This building, the South building, complements the existing excellent facilities: a modern Sports Hall (1988) re-roofed and significantly modernised (2007-2010) and a magnificent Science Block (1995). An all-weather floodlit 'Astroturf' pitch was completely resurfaced in 2011. Every classroom is networked for voice and data communication. The server and fibre optic infrastructure gives every student and teacher his or her own folder accessible from anywhere in the school and controlled internet access and email from every computer. Most classrooms are equipped with an electronic Smartboard with sound.
The Isle of Man does not have specialist schools, league tables, SATs or Ofsted, nor do we embrace any of the Academy or Specialist School initiatives current in England. We have our own Manx National Curriculum. Ours is a fully inclusive school with, presently, 962 students on roll including a Sixth Form of 156 and extensive facilities (The Flexible Learning Area) for SEBD, MLD, SLD and PMLD students and those requiring Nurture provision. We have a high staying on rate reflecting the able nature of our intake. Well-equipped classrooms, talented and experienced staff with a clear direction and students who are hardworking, keen and wanting to please makes Ramsey Grammar School a very rewarding place to teach.
3
Examination results are not published on the Isle of Man. However, RGS can justifiably claim improving GCSE results and A level results that are consistently excellent in many subjects. The vast majority of Sixth Form students progress to Higher Education.
A thirty period week operates, consisting of 6x50 minute periods each day. Class sizes are controlled to maintain advantageous teaching groups. There are relatively few classes of more than twenty-eight students. Initially, in Year 7, all subjects are taught in mixed ability groups. Setting becomes more commonplace in Years 8 and 9. The option pattern enables all students to choose their Sciences and select from a wide range of Arts, Humanities, D&T and Languages subjects. The Pastoral system is Year based and Tutor groups are mixed ability. Students register in the three buildings to effectively create an Upper School of Years 10 and 11 and a Lower School, with the Sixth Form Centre in the South Building. Subject departments are suited together and therefore students, rather than staff, move between the buildings.
Extra-curricular activities play a major part in the life of the school. Due to the reliance on school buses, the majority of clubs and societies operate at lunchtime, with over one hundred and fifty activities each week. The lunch break is therefore necessarily long. The school is a centre of musical excellence boasting a full brass band, wind band, string ensemble and three choirs, a Manx Traditional Music group and a number of rock bands. Sport plays a major part in everyday school life and RGS is the pre-eminent sporting school on the Island. Almost all students play representative sport and a full fixture list operates throughout the school year. Some of our athletes and swimmers are members of Island and British national squads and a number were selected to compete at The Commonwealth Games in 2010 and the Island Games in 2011, 2012 and 2013. In addition, a number of our students won medals in the World Special Olympics in the 2009 World Games in Idaho.
Students are encouraged to participate in The Duke of Edinburgh Award Scheme and the best regularly achieve Gold awards before they leave school. Gold expeditions have visited New Zealand, France, the Mountains of Mourne, Snowdonia and Shetland, and Silver expeditions visit Eire every year. In recent years, our champion Young Enterprise companies have represented the Isle of Man at the European finals, in Interlaken, Berlin and Stockholm, alongside the winning teams from forty countries.
Ramsey Grammar School is a happy school with relationships between students and staff characterised by mutual support and respect. All staff are provided with a new Apple MacBook Pro 13.3" laptop computer running in dual Apple and PC modes, email addresses and internet access.
4
The Post
The Governors and the Leadership Group are keen to appoint an enthusiastic and highly motivated Subject Leader Religious Education who will be able to demonstrate the flair, energy and enthusiasm necessary to lead and continue to develop this successful subject.
The Religious Education Curriculum
Key Stages 3 and 4
All students in KS3 and KS4 have one lesson of Religious Education for 50 minutes per week.
Years 7, 8 and 9 follow the Isle of Man agreed syllabus based on the National Curriculum. The RE Department has developed schemes of work based on this.
There is an established RE Induction/Project day for Y7 students early in the new school year.
All students at KS4 follow the modular WJEC specification B full GCSE course in line with Manx Government Policy.
The two modules are:
1. Religion and Life Issues 2. Religion and Human Experience
Currently, approximately 75% of all students sit their first module (50% of the total marks for full GCSE) at the end of Year 10. Others choose to sit both modules in Year 11. Examination results are strong with many students achieving A*/A grades.
Key Stage 5 A number of academically able students have expressed an interest in studying A level Religious Studies and we are keen to develop this.
The Religious Education Department
The department consists of two full time and two part time members of staff. We regularly mentor ITT students from partner universities and have received commendations for this.
We have links with local organisations and faith communities. Students display positive attitudes to the subject and parental support is strong.
5 Job Description
Title of Post: Subject Leader Religious Education
Salary Grade: Main Professional Grade plus TLR2b (£4,455)
Employment Duties
This job is to be performed in accordance with Isle of Man Department of Education and Children’s Terms and Conditions of Service for Teachers’ document (2014), together with Appendices of the Isle of Man Department of Education and Children’s Teaching Standards. The range of duties is clearly stated in the documents relevant to the post holder’s title and salary grade.
Relationships
The post holder is accountable to the Headteacher who will delegate some responsibilities via the school’s line management structure.
Accountabilities of the Post
To fulfil the role of class teacher, working alongside other colleagues from the school, displaying high expectations of the academic work and behaviour of students, and in compliance with the policies of the school and the Department of Education and Children.
Job Responsibilities
Teachers are expected to:
Personally demonstrate and achieve high standards of teaching of the subject, sustaining and raising standards of student achievement, behaviour and motivation. This will include the use of the school’s rewards and disciplinary systems. Lessons should be appropriately prepared with respect to the age and ability range of each class taught. Employ a range of techniques and resources including ICT. Use formative assessment to ensure classes taught make maximum progress. Be responsible for the appropriate use of school resources and for maintaining effective displays in their teaching areas. Participate in the pastoral aspect of the school by being a Form Tutor. (Tutors should be with their group at the start of each registration session and be available, as necessary, for individual consultation or guidance). As a Form Tutor, teachers are expected to help create a positive and caring ethos and implement the PSHE curriculum. Take responsibility for monitoring and supporting students’ learning through individual action planning including SEN action plans, where necessary, as a Tutor. Be the first point of contact between the school and parents, and maintain up to date knowledge of each individual in the Tutor group. Manage teaching areas and equipment, to create a positive learning environment that makes effective use of available resources.
6
Teachers who are not Tutors are expected to be available as necessary to support the functions previously outlined and to be attached to a Year group to support the pastoral development of children.
Teaching
Teachers are expected to:
Plan and teach lessons to the classes they are assigned within the context of the school’s plans, curriculum and schemes of work. Assess, monitor, record and report on the learning needs, progress and achievements of assigned students. Participate in arrangements for preparing students for external exams.
Whole School Organisation, Strategy and Development
Teachers are expected to:
Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures in such a way as to support the school’s values and vision. Work with others on curriculum and/or students’ development to secure co-ordinated outcomes.
Health, Safety and Discipline
Teachers are expected to:
Promote the safety and well-being of students. Maintain good order and discipline among students.
Management of Staff and Resources
Teachers are expected to:
Direct and supervise support staff assigned and, where appropriate, other teachers. Contribute to the recruitment, selection, appointment and professional development of other teachers. Deploy resources delegated.
Professional Development
Teachers are expected to:
Participate in arrangements for the personal appraisal and review of performance and, where appropriate, that of other teachers and support staff. Participate in arrangements for personal training and professional development and, where appropriate, that of other teachers and support staff, including induction.
7
Communication
Teachers are expected to communicate effectively and professionally with students, parents and carers.
Working with colleagues and other relevant professionals
Teachers are expected to collaborate effectively and professionally with colleagues and other relevant professionals within and beyond the school.
This job description and allocation of responsibility may be amended, after consultation, from time to time.
Safeguarding
The Department of Education and Children is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
All staff have responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact, and adhere to, and ensure compliance with, the Protecting Children Board Child Protection procedures and the school’s Child Protection Policy at all times. If, in the course of carrying out the duties of the post, the post holder becomes aware of any actual, or potential, risks to the safety or welfare of children in the school, these must be reported to the designated Child Protection Officer.
Purpose of the Job:
Subject Leader Religious Education and Form Tutor
Although this is a post for a teacher of RE, you may be required to teach another subject and to contribute to extra-curricular activities.
8
Person Specification Subject Leader Religious Education Essential or Means of Desirable Assessment Degree qualification E A Subject teaching qualification E A Evidence of further study/training E AIR Experience Experience of successfully teaching students E AO across the age and ability range Experience of successfully putting into place E AOI teaching and learning strategies that enable students to achieve in relation to their capabilities and their earlier attainment Knowledge and Skills Be an innovative and reflective practitioner E ARIO Thorough and up to date knowledge of recent E AI initiatives in Religious Education Ability to vary teaching and learning styles E IO Up to date knowledge and understanding, based E RI on experience, of how students learn and make progress Sound and efficient administration skills, including E I the ability to work under pressure and meet deadlines Ability to monitor and evaluate own success E I Set high professional standards by personal E OR example Willingness to be held accountable through a E R rigorous performance management system and hold others to account to ensure consistency and high standards Other An unshakeable belief in the potential of all E RIO children to succeed Enthusiasm, energy and optimism E RIO The ability to work as part of a team E ARIO An excellent communicator who will work E ARIO effectively with all stakeholders Sense of humour E IO Dress and act in a professional manner E ARIO Warmth and approachability E RIO Have no commitments which would conflict with E after school hours duties, such as compulsory parents’ evenings (where attendance is compulsory for all staff) An excellent health and attendance record E AR
Key: Application, Interview, Observation, Reference
9
Thank you for showing an interest in this vacancy. Should you have any questions concerning the school or this particular post, please do not hesitate to telephone the Headteacher for further information.
10