Tonbridge Grammar School
Application Pack: Teacher of Chemistry
Required for: September 2014
Closing date for applications: 12th May 2014
Welcome from the Head Teacher
Thank you for showing an interest in Tonbridge Grammar School. This post provides an exciting
opportunity to work at a highly successful, creative and innovative school.
Tonbridge Grammar School is a successful and heavily oversubscribed selective school located in
the busy commuter town of Tonbridge in Kent. We have an excellent academic reputation and
are very proud of the academic success of our students. Our success, however, is built on far
more than academic achievement. We are passionate about developing our students as
inquisitive and independent learners. We seek to inspire our students to develop the skills and
habits of mind to enable them develop as articulate and confident young people, able to take the
best advantage of life. We are committed to offering a broad and enriching curricular and extra
curricular experience for our students including opportunities for leadership and community
service locally and internationally.
Tonbridge Grammar School is an IBO World School and our ethos and values are closely aligned
to those of the International Baccalaureate Organisation with its focus on intercultural
awareness, holistic learning and communication.
As an ‘outstanding’ school we converted to an Academy on 1st January 2011. Tonbridge Grammar
School continues to retain its tradition and distinctive ethos including our selective arrangements.
We have a track record of successful collaboration with other schools and partnership working
with the wider community through our two specialisms (Mathematics and Computing and
Languages) and our Leading Edge Status. Now as an Academy we are supporting other schools to
further improve the educational opportunities for their students.
There is collegiality amongst the staff at Tonbridge Grammar School which creates a working
environment that is intellectually stimulating and highly rewarding. There are first class
professional development opportunities available to teachers at all stages of their career
including a full programme of development and support for those new to the profession.
I hope that after reading this information and finding out more about the school through the
information on our website you wish to apply for the advertised post. In accordance with our safe
recruitment policy, to be considered for a position you must complete the Tonbridge Grammar
School application form. Please ensure that you provide evidence within your application that you
have the skills and experience necessary for this particular position. The post is subject to a full
enhanced Disclosure and Barring Service (DBS) check.
I look forward to receiving your application.
Rosemary Joyce
Head Teacher
The International Baccalaureate at Tonbridge Grammar School
The Diploma Programme prepares students for success in higher education
and life in a global society.
Our aim at TGS is:
‘to make available to the widest possible range of able students an educational experience that is
the richest, most diverse, and as exciting as possible in an atmosphere that provides support,
encouragement and care for everyone, students and staff. We want our students and staff to love
coming to school and to go from here prepared for all that human life has to offer.’
International Baccalaureate
In September 2004 we replaced some A Levels with the International Baccalaureate Diploma for
our Sixth Form provision, and we have continued to develop the programme over the years, until
2012 when we became an exclusively IB school. The International Baccalaureate was created in
1968 in order to bring together the best elements of the British and European educational
systems and it is now taught in 2,721 schools in 138 countries.
The International Baccalaureate Diploma embodies an entirely different educational philosophy.
The A Level system tends towards specialisation whereas the IB Diploma has at its heart a more
holistic approach. It believes that pupils should experience a wider range of different subjects students will continue to study six subjects and must study English, Mathematics, a science, a
language and a humanities subject.
It is equally important that these subjects are bound together into a coherent whole through a
common core. This common core is composed of a course on The Theory of Knowledge (ToK), an
extended essay on any subject and the Creativity, Action and Service (CAS) programme, whereby
a student gains credit for extra-curricular activity.
Our successful IB diploma programme has ranked TGS the top state school in the UK for the past
five years. Our average point score since 2008 has ranged between 36 and 38, with an average
grade per subject of between 5.72 and 6.06.
What our students say:
“My main reason for choosing the IB was that in year 11 I didn’t really know what I wanted to
study at university or what I wanted to do after that, so I decided to keep all of my options open
by doing a broader selection of subjects rather than just picking four to focus on.”
“I think the IB helped to open my mind to what was going on in the world outside the UK and
outside Europe, particularly as the study of languages is encouraged.”
“I personally believe that studying the IB has contributed hugely to getting me to where I am
today. The international aspect to the diploma is very appropriate to my degree and is viewed
highly by overseas employers and global organisations. I believe that having IB under my belt is
what helped me to gain a Legal and Compliance internship at Citi.”
“The IB helped me get into medical school, and I was informed that although my predicted grades
were slightly lower than the entrance grades, because I had undertaken the IB I was offered a
place. I am now in my fourth year of medical school and going strong!”
At TGS we are proud of the high quality education we offer, and of the way in which we prepare
our students for life and the future.
Welcome from the Science Team
At Tonbridge Grammar School our Science teachers aim to engender in our young people
a love of science and its role in understanding the world around us. We encourage
students to take responsibility for their own learning and teach them from Year 7 to
become self-directed and independent learners. Students are fully involved in setting their
own learning targets and progress is continuously monitored against these.
We see learning in Science to be a seven year experience at TGS and, with the IB learner
profile running through the programme of study, we encourage our students to be
Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring,
Risk-takers, Balanced and Reflective. In order to achieve this, lessons are planned to be
student-led to allow them to make rapid progress through independent learning, so the
girls can progress independently supported by the teacher.
There are 12 specialist Science teachers all of whom teach across the full age range of
the school, focusing mainly on their specialism from Year 9 upwards. They work closely
as a team led by the Subject Leader for Science and Chemistry, and the Subject Leaders
for Biology and Physics.
The school is currently advertising for both Biology and a Chemistry teacher. This follows
the retirement of two members of staff, both having given 37 years of valued service to
the school. The post of Subject Leader for Biology is also available due to the relocation
of the current post holder after 7 years with us.
In 2012 we started teaching the IB Middle Years programme in junior years. We have
found this to be an exciting and dynamic change, allowing students to learn through
investigating big questions, such as ‘Is Chemistry Magic?’ and ‘What is Lurking in your
Cupboards?’ as a springboard for learning in Science. Students are assessed on their
attitudes to Science, investigative skills, team work and ability to apply Science in the
classroom to the world around them as well as their knowledge and understanding.
From Year 9 students study AQA iGCSE Biology, Chemistry and Physics as it provides a
rigorous qualification for our students and a good foundation for their studies in the Sixth
Form. Post 16 we offer Biology, Chemistry and Physics at both Standard and Higher
Level IB. Results have been consistently excellent with many students going on to study
science related courses at university. Chemistry is a very popular choice of study for
entrants to the sixth form as it is a requirement for most medically related courses. The IB
Chemistry course is an excellent preparation for a wide range of degrees at university and
has a strong integrated practical aspect designed to support a sound theoretical
framework.
The Chemistry Department produced an outstanding set of examination results in the
summer of 2013, continuing a tradition of outstanding academic excellence. 132 girls sat
the IGCSE examination, 83% obtained A* or A grades and 14% achieving a B grade and
3% a C grade. At IB diploma level, 27 students sat the Chemistry examinations. Out of
19 students at Higher level, nine students achieved either the top grade of 7 or a 6. Out of
8 students at Standard level 4 achieved either the top grade of 7 or a 6. In Year 12 there
are 34 students studying IB Higher and 2 studying IB Standard with a strong demand for
places next year. We have a strong history of students going on to study Medicine,
Chemistry and Biochemically related degrees. Of the whole school’s summer 2013 cohort
taking up places at university, approximately 15% were on Chemistry related Science
courses (including medicine, dentistry and veterinary).
An extensive enrichment programme for students has been developed to extend learning
beyond the formal curriculum. This includes National Science and Engineering week
activities, interdisciplinary weeks, various trips, outside speakers, STEM ambassadors,
Junior Science Club, Science Society and Medic Society as well as the opportunity to
enter national and international competitions.
The successful applicant will need to have versatility of approach and a range of skills, as
well as the enthusiasm and commitment needed to challenge our very able students.
There are many opportunities for our Science teachers to develop particular areas of
personal strength and interest.
Welcome from Paul McDaid - Subject Leader Chemistry
I came to Tonbridge Grammar School in 2013 as Subject Leader for Chemistry, having
taught the International Baccalaureate for the previous nine years. The students here are
able and want to learn. They play an active role in lessons and are highly motivated. It
has been very rewarding working with them to ensure they reach their own individual
personal targets.
The International Baccalaureate diploma course provides excellent preparation for
students going on to related degree courses and ultimately careers in Chemistry or
medically related fields. The Science team is friendly and I have received great support
from my colleagues within the department and across the whole school, which has helped
me settle into the school very quickly. New staff will be supported within the Chemistry
department and also by experienced staff throughout the Science department.
Working at TGS in an exciting environment with students with high expectations has been
extremely stimulating and we know it will be a similar opportunity for new staff joining the
school.
TONBRIDGE GRAMMAR SCHOOL PROFILE
Job Title:
Subject Teacher
Job Holder:
Line Managed By:
Subject Leader
Date:
April 2014
Job Purpose
To secure and maintain high quality learning and teaching in order that students are
able to make progress and achieve to their potential as successful, resilient and
independent learners.
Key Areas of Impact
Strategic Direction:
 To establish and uphold the ethos of the school with students through the full
implementation of student centred policies.
 To implement school policy and procedure reflecting the school’s commitment
to high achievement, ensuring each student is treated as an individual and
able to develop as;
- successful learners who enjoy learning and achieve their academic
potential
- Confident individuals able to live safe, healthy and fulfilling lives
- Responsible citizens of this school and the wider community
 To support the Subject Leader as required and directed in implementing the
Subject Team development plan and to assist in evaluating the impact of the
plan on teaching and learning.
Teaching and Learning:
 To establish and maintain an environment which promotes effective learning
and provides an appropriate level of challenge for able students.
 To plan and deliver lessons in accordance with the agreed Scheme of Work /
subject specification, taking account of the specific learning needs of students
within the class.
 To plan homework or other out of class work to sustain learners’ progress and
to extend and consolidate learning.
 To actively promote personalised learning and assessment for learning
opportunities within their subject for the benefit of the students.
 To analyse a range of relevant performance data for students in their classes
and use this to plan future learning and inform target setting.
 To follow subject and school procedures for the assessment, recording and
reporting of student attainment and progress including attendance at parent
evenings.
 To provide timely and relevant information enabling each student to
understand their current levels of attainment and the action they must take to
achieve to their potential.
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To actively promote the development of effective subject links internally and
between partner schools and the wider community (locally, nationally and
internationally).
To monitor attendance and behaviour of students in their classes in
accordance with school policy.
To undertake the teaching of classes/groups as may reasonably be required
by the Head Teacher or Line Manager.
Quality Assurance:
 To participate, at the request of the Head Teacher or Line Manager, in the
school’s monitoring, evaluation and review procedures including evaluation
against quality standards and performance criteria.
 To evaluate the impact of their teaching on the progress of all learners and
modify their planning and classroom practice where necessary.
Resource Management:
 Follow school procedures in the allocation and use of resources to support
effective learning and teaching.
Knowledge & Skills:
Subject teachers should demonstrate knowledge and understanding of:
 Professional Standards required of all teachers in England.
 All School policies and procedures including;
o Secure knowledge of subjects/curriculum areas and related pedagogy
across the full age range taught.
o Relevant statutory and non-statutory curricula and frameworks for
identified subjects/curriculum areas
o Schemes of work for subject(s) taught
o Principles and practices in relation to managing learning and teaching
o The appropriate application of ICT, literacy and numeracy to support
teaching and wider professional activities
o Health and safety issues as they relate to their particular subject
area(s)
Additional Duties:
 To play a full part in the life of the school community, to support the school
ethos and to encourage students to follow this example.
 To actively promote school policies.
 To reflect on and improve professional practice and take responsibility for
identifying and meeting development needs.
 To actively engage in the staff review and development process.
 To undertake any other duty as specified by school teachers pay and
conditions of service not mentioned in the above.
 The conditions of employment for school teachers specify the general
professional duties of all teachers. The professional standards for teachers at
the relevant level are applicable.
Professional Standards
It is important to recognise that Tonbridge Grammar School teachers must maintain
professional standards at all times and to recognise that they are role models for the
students in many respects.
Such professional standards would include:
 Dress: teachers are expected to wear suits or jacket and tie (or the equivalent
for female teachers), except when involved in practical or external activities,
 Punctuality: this is expected in all aspects of work,
 Duty of Care: keeping our students safe and acting in the child’s best interest
at all times,
 A position of trust, being seen to be demonstrably fair, even-handed and
consistent in dealing with students,
 Propriety and behaviour: all teachers are expected to adopt high standards of
personal conduct,
 Taking good care of the fabric of the school,
 Being aware of and carrying out the Acceptable Use of ICT policy when using
the School network,
 Engaging in on-going professional development, in-school training, regular
peer observation, and external courses (as appropriate).
Personal Qualities:
Self awareness
Emotional self awareness
Accurate self assessment
Self confidence
Social Awareness
Empathy
Organisational awareness
Service awareness
Self management
Emotional self-control
Transparency
Adaptability
Achievement orientation
Initiative
Optimism
Relationship management
Developing others
Inspirational leadership
Change catalyst
Influence
Conflict management
Team work and collaboration
Additional Notes
Whilst every effort has been made to outline the main responsibilities of the post
each individual task undertaken may not be identified.
Employees are expected to comply with any reasonable request from a manager to
undertake work of a similar level that is not specified in this job profile.
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 profile is current at the date shown but in consultation with you may be
changed by the Head Teacher to reflect or anticipate changes in the job
commensurate with the grade and job title.