Secondary English Teacher – KS4 and KS5 in Genève

h3Job Description /h3 h3SECONDARY ENGLISH LANGUAGE AND LITERATURE TEACHER /h3 h3Purpose of Role /h3 pSecondary English Teacher – KS4 and KS5 (with the possibility of a curriculum leadership role for the right candidate) /p h3Key Responsibilities /h3 pThe duties outlined in this job description may be modified by the Principal, with your agreement, to reflect or anticipate changes in the job, commensurate with the salary and job title. It will be reviewed in the context of the School Development Plan and Performance Management cycle. /p h3Teaching and Learning /h3 ulliA proven track record of teaching high impact English Language and literature lessons in KS4 and KS5. /li /ul ulliExperience of teaching exam classes and delivering, collating and marking English coursework. /li /ul ulliDelivering excellence in teaching based on a deep knowledge of English, and its pedagogy. /li /ul ulliCreating a challenging and stimulating classroom climate that will motivate pupils to learn, think independently, take risks, empathise with others, and perform to the best of their abilities. /li /ul ulliSupporting students in their learning, making each feel included, secure and valued, and ensuring they have every opportunity to fulfil their potential. /li /ul ulliFollowing agreed guidelines, syllabuses and schemes of learning, ensuring an excellent knowledge of the requirements of British public examinations and national curriculum. Knowledge of Pearson Edexcel Curriculum will be an asset to this application. /li /ul ulliEngaging a wide range of digital and physical resources to enhance learning, as well as planning engaging visits, activities, trips, speakers and fieldwork relevant to English (as agreed with the Curriculum Lead). /li /ul ulliCommunicating effectively with parents and pupils on all English curriculum, teaching, pastoral and learning matters, maintaining high standards and expectations. /li /ul h3Recording and Assessment /h3 ulliAn understanding of KS3, KS4 and KS5 Assessment Objectives linked to major UK and International exam boards such as AQA, Pearson Edexcel or OCR. /li /ul ulliMarking all work regularly and promptly in line with the marking policy and the department’s schemes of learning to ensure that pupils receive frequent and constructive feedback as they learn. /li /ul ulliMaking regular assessments of pupils and monitoring progress against prior attainment, employing effective intervention strategies when required and using information to extend pupil achievement. /li /ul ulliPreparing thoroughly for lessons and setting homework regularly in line with school expectations to ensure that pupils achieve the highest possible standards. This involves preparing schemes of work for a course of study that a teacher is responsible for (as agreed with the Curriculum Lead). /li /ul ulliProducing on request detailed reports on the progress/achievement of any pupil taught. /li /ul h3Other and responsibilities /h3 ulliAttending all meetings relevant to the role and responsibilities and attending all parent-teacher-student-meetings for groups taught, as well as other events as directed. /li /ul ulliParticipating fully in the extra-curricular provision that the department offers. This includes advising A level students on Oxbridge and other university applications (where relevant) ; running help clubs and clinics; generally taking a full and collaborative role in any new department initiative. /li /ul ulliPromoting pupil achievements, career opportunities and experiences in English, providing relevant material for the School Newsletter. /li /ul br/ h3Skills, Qualifications and Experience /h3 ulliA minimum of three years English teaching experience in a UK state or independent school or recognised international school teaching the British Curriculum. (ECTs are not suitable for this role). /li /ul ulliAn English language, literature or humanities degree from a university or institution of higher education. /li /ul ulliExperience of teaching English at Key Stage 3, Key Stage 4 and Key Stage 5. /li /ul ulliA Track record of excellent GCSE and A level results. /li /ul ulliKnowledge of the English National Curriculum, GCSE English Language and English Literature and of UK/International exam boards such as AQA, OCR or Pearson Edexcel (Pearson Edexcel is our current examination board so this would be an advantage) /li /ul ulliExperience of active approaches to learning English and using drama in the classroom. Experience teaching drama would be an asset. /li /ul ulliExperience teaching EAL and SEND students. /li /ul ulliAn enthusiastic and creative approach to teaching, which inspires pupils and enables learning to be engaging and relevant. /li /ul ulliA commitment to helping students to develop a broad range of skills and attributes. /li /ul ulliA commitment to an interconnected curriculum and to working with colleagues across a range of disciplines. /li /ul ulliThe ability to communicate effectively with pupils, colleagues and parents and to work as part of a collaborative team. /li /ul ulliAn interest in education beyond the classroom and across the age range. /li /ul ulliFlexibility, a sense of humour, and a willingness to contribute to all aspects of school life, including trips, projects, special events and extracurricular clubs. /li /ul h3ISP Principles /h3 h3Begin with our children and students /h3 pOur children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding /p pand Health Safety issues and acting and following up on all concerns appropriately. /p h3Treat everyone with care and respect /h3 pWe look after one another, embrace similarities and differences and promote the well-being of self and others. /p h3Operate effectively. /h3 pWe focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. /p h3Are financially responsible. /h3 pWe make financial choices carefully based on the needs of the children, students and our schools. /p h3Learn continuously. /h3 pGetting better is what drives us. We positively engage with personal and professional development and school improvement. /p h3ISP Commitment to Safeguarding Principles /h3 pISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history. /p h3ISP Commitment to Diversity, Equity, Inclusion, and Belonging /h3 pISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply. /p #J-18808-Ljbffr