Teacher of Physics September 2019 - St Mary's School ...
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Teacher of Physics
September 2019
St Mary’s School
Bateman Street
Cambridge
CB2 1LY
T: 01223 353253
F: 01223 280254
stmaryscambridge.co.uk
St Mary’s School Cambridge – A Company Limited by Guarantee. Registered Office: Bateman Street
Cambridge CB2 1LY – No. 184031 England Registered Charity No. 290180
1St Mary’s School
Cambridge
St Mary’s Ethos
St Mary’s School, Cambridge is an independent day and boarding school for girls aged 4 to 18. We
have a school role of approximately 650 pupils. A fifth of the girls are boarders. Reflecting the
cosmopolitan community of Cambridge, 12% of students are from overseas, from 34 countries.
A Christian school in the Catholic tradition and founded on the principles of our 17th century foundress,
Mary Ward, we have a unique approach to education and an atmosphere which fosters a love of life
and learning, while growing the academic talents and spiritual wellbeing of each individual girl, from
within. We warmly welcome girls – and staff - of all Christian denominations and other faith and
secular backgrounds to join our thriving community.
At St Mary’s School, Cambridge, we don’t offer a one-size-fits-all education: we provide renowned
pastoral care, understanding and individual support which, coupled with dedicated academic learning
opportunities, encourages girls to look beyond themselves, so that they enter adulthood aspiring to
be more and to give more, not just to have more.
This academic year, the School is celebrating its 120th anniversary year. Building on our 400-year
tradition, St Mary’s School, Cambridge belongs to an international network of just under 200 Mary
Ward schools worldwide, presenting the possibility of exciting and innovative opportunities for our
students.
Cambridge Location
The School offers a secure and welcoming learning environment for girls: we are delightfully situated
in the heart of the academically and culturally vibrant city of Cambridge, with the Senior School and
boarding house overlooking the University of Cambridge Botanic Gardens.
Cambridge is an outstanding place to live and work. As a University centre, the city has the cultural
advantages of a much larger settlement but with a population of just 128,000 it is a safe, clean and
attractive location. The city with has an international reputation owing to its world ranking University
with which the school has multiple and growing links. As the heart of Silicon Fen, the school benefits
from the digital and enterprise communities in the various high-tech science parks and enterprise
hubs. Addenbrookes is a key teaching hospital and again the school has excellent links. We are within
easy travelling distance of London (50 minutes by train) and 30 minutes from Stansted Airport.
School facilities
There has been major investment in new facilities at the School over the past decade: a new Junior
School; a new Sixth Form Centre; new provision of Art & Photography; the creation of our Science Hub
and our new boarding facility, Mary Ward House. We are investing in our playing fields through an
ambitious collaboration with Homerton College, University of Cambridge and have invested in a new
boat house in a joint partnership with a city rowing club and Homerton College.
Digital Strategy at St Mary’s
2St Mary's is a digital school. Technology is a means of underpinning St Mary's core purpose and
values. It supports the School in its goals through:
• Developing a community of staff and students which learns in, responds to and engages with
an ever-changing digital world
• Preparing students for their future by giving them the confidence to work in a digital
environment
• Establishing creative teaching and learning environments
• Employing teaching staff who are trained and supported to be technologically and digitally
skilled.
All members of St Mary's work digitally using Microsoft 365 as a platform. This is further organised
into an interactive learning and working platform through a system called CloudBase. All students in
the Senior School and Sixth Form have access to an individual device - either an iPad or Chromebook.
This is used in lessons and at home.
High Performance Learning at St Mary’s
We empower all our students to aim high which is why we have chosen to become a High-
Performance Learning (HPL) school. Academic year 2018-19 marks the second year of our HPL
journey and there has never been a more exciting time to join our team.
High Performance Learning (HPL) is a research-based, pedagogy-led philosophy that responds to our
growing understanding of human capability. It sees all students as potential high performers who are
not limited by ‘ability’. Some may take longer to reach high performance, but most are capable over
time. HPL makes the goal of high performance the expectation for all students and uses a unique
teaching and learning framework to systematically grow minds and develop the cognitive skills, values,
attitudes and attributes needed to reach success.
HPL significantly improves student academic outcomes, creates students who are have the values,
attitudes and attributes that enable them to meet the challenges of adult life and enables school to
achieve these outcomes consistently. HPL provides a shared philosophy and language for teaching and
learning which smooths transition and enables professional collaboration.
Based on research from across cognitive psychology, gifted education and neuro-science, and on 30
years of practical experience of educators in over 16 countries, the HPL philosophy stems from the
following key principles:
• High performance is an attainable target for everyone
• We can systematically teach students how to succeed in school
• The best schools produce students that are intellectually and socially confident, work-place
and life-ready with a global outlook and a concern for others
• There are 20 generic characteristics which students need to develop if they are to be high
performers in cognitive domains (ACPs) and 10 values, attitudes and attributes (VAAs) that
develop the wider learner dispositions needed for cognitive and lifetime success
• Schools can only become really strong by fostering a professional community of practice
among their educators
3Here at St Mary’s, we are proud to be developing our own approach to HPL and welcome applications
from like-minded colleagues who are ambitious for their students and committed to research-based
approaches to teaching and learning.
For further information please visit https://www.highperformancelearning.co.uk/
St Mary’s Community
Above all, St Mary’s School, Cambridge is a very happy place. We have an excellent local reputation
for being very friendly and nurturing and yet ambitious for the young women in our care enabling
strong progress to next steps at university, the world of work or a GAP year. Our girls are genuinely
delightful, the teachers and support staff are exceptionally dedicated: we are a very close-knit, loving,
joyful and purposeful community.
Job Description
Job Title: Teacher of Physics
Reporting to: The Teacher of Physics is ultimately accountable to the Headmistress through
the Deputy Head (academic), but day to day reporting will be to the Head of
Physics.
Subject Summary
St Mary’s School is looking to appoint an outstanding teacher and science graduate to teach Physics
up to and including A Level. The ability to teach Biology and/or Chemistry at KS3 level is desirable as
is an interest in STEM and IT including computing. You will work with a broad ability range of
enthusiastic students in small classes who are a delight to teach. You should enjoy the challenge of
teaching motivated and ambitious students and show a love for the subject which reaches beyond the
classroom.
The Physics Department is a central part of school life and has gained a reputation for academic
excellence, with parents and students alike viewing science as a desirable career pathway. The
department is superbly resourced with purpose built laboratories to encourage and facilitate student
enquiry and research. As such this is a superb opportunity for an aspiring, imaginative and inspirational
teacher to join a creative and innovative environment. You will join and be supported by a successful
Science faculty with exacting standards.
There are currently two full time and two part-time teachers in the department and one highly
experienced and dedicated technician who manages a well-resourced Physics prep room and whom
contributes to the department’s success. Each lab is equipped with a PC, an interactive whiteboard
and a ‘Genee Vision Visualiser’ (digital camera projector).
Physics is taught as a separate subject from Year 8 to A Level. At KS3, students follow an ‘in-house’
course that teaches the foundations of the subject. At KS4, the Edexcel IGCSE course is followed. At
GCSE students are able to choose, with advice from their teachers, either the separate or the double
award route. Currently in Year 10, 55% of the students study separate chemistry in classes of no more
than 20. The department prides itself on its results and last year 88% of separate science students
achieved A* to B.
4At A level the department follows the Edexcel course. The subject is a popular option with students
studying Physics in classes of no more than 10. Last year 76% of students achieved A* to A grades.
A high number of students go on to read a range of subjects at university from Physics and Engineering
to Veterinary Science and Medicine. All members of the department provide strong support and
guidance to students for their university applications.
For further information, please do not hesitate to contact Dr Jane Crawshaw
(jcrawshaw@stmaryscambridge.co.uk), current Head of Physics or Dr C Alves Martins
(calvesmartins@stmaryscambridge.co.uk), current Head of Science.
Applicants without a formal teaching qualification should be able to demonstrate an ability to teach
and example teaching they have undertaken (including adult education, university teaching). They
should also have high subject knowledge, be effective communicators and be able to identify with
young people.
Teacher Job Description
Job Description – Subject Teacher
The core purpose of this role is to secure appropriate positive progress for all students in the
subject(s) taught.
Professional Duties Principal Tasks
and Responsibilities
Set high • Establish a safe and stimulating environment for pupils, rooted in
expectations which mutual respect and the Twelve Characteristics of a Mary Ward School
inspire, motivate • Set goals that stretch and challenge pupils of all backgrounds, abilities
and challenge pupils and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour
which are expected of pupils.
Promote good • Be accountable up the line for pupils’ attainment, progress and
progress and outcomes, be aware of pupils’ capabilities and their prior knowledge
outcomes by pupils using information and data held centrally and in departments, and
plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their
emerging needs with particular reference to social matters, further
education and careers
• Demonstrate knowledge and understanding of how pupils learn and
how this impacts on teaching, with particular reference to the High
Performance Learning model
• Encourage pupils to take a responsible and conscientious attitude to
their own work and study.
Demonstrate good • Have a secure knowledge of the relevant subject(s) and curriculum
subject and areas, foster and maintain pupils’ interest in the subject, and address
curriculum misunderstandings
knowledge
5• Demonstrate a critical understanding of developments in the subject
and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct use of
standard English
Plan and teach well- • Impart knowledge and develop understanding through effective use
structured lessons of lesson time and digital technology
• Promote a love of learning and children’s intellectual curiosity
• Set tasks for home learning and plan other out-of-class activities to
consolidate and extend the knowledge and understanding pupils have
acquired
• Reflect systematically on the effectiveness of lessons and approaches
to teaching and develop practice in the light of this reflection
• Contribute to the design and provision of an engaging curriculum
within the relevant subject area(s).
Adapt teaching to • Know when and how to differentiate appropriately, using approaches
respond to the which enable all pupils to be taught effectively
strengths and needs • Have a secure understanding of how a range of factors can inhibit
of all pupils pupils’ ability to learn, and how best to overcome these drawing
where appropriate on the information and support available from the
pastoral, SEND and EAL teams
• Demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support
pupils’ education at different stages of development
• Have a clear understanding of the needs of all pupils, including those
with special educational needs; those of high ability; those with
English as an additional language; those with disabilities; and be able
to use and evaluate distinctive teaching approaches to engage and
support them.
Make accurate and • Know and understand how to assess the relevant subject and
productive use of curriculum areas, including statutory assessment requirements
assessment • Make use of formative and summative assessment to secure pupils’
progress
• Use relevant data particularly from the CEM Centre and previous
rounds of tracking and monitoring to monitor progress, set targets,
and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate
marking, and encourage pupils to respond to the feedback.
Manage behaviour • Have clear rules and routines for behaviour in classrooms, and take
effectively to ensure responsibility for promoting good and courteous behaviour both in
a good and safe classrooms and around the school, in accordance with the school’s
learning behaviour policy and pupil code of conduct
environment • Have high expectations of behaviour, and establish a framework for
discipline with a range of strategies, using praise, sanctions and
rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to
pupils’ needs in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
6Fulfil wider • Make a positive contribution to the wider life and ethos of the school
professional through eg playing a full role in the pastoral system, offering extra-
responsibilities curricular activities and clubs, leading house meetings (JS), advancing
the digital strategy and supporting evening events
• Develop effective professional relationships with colleagues, knowing
how and when to draw on advice and specialist support
• Deploy LSAs and other support staff effectively (where appropriate)
• Take responsibility for improving teaching through appropriate
professional development (such as through induction, appraisal and
CPD), responding to advice and feedback from colleagues
• Communicate effectively with parents with regard to pupils’
achievements and well-being through parents’ evenings, formal
reporting and at other times when the need arises.
Uphold high • Behave in a manner consistent with the duty of care for young people,
standards of ethics the good reputation of St Mary’s School, Cambridge and a position of
and behaviour, trust in a school with a Catholic, Christian ethos and compliant with
within and outside the Staff Behaviour Policy.
school
Proper and • Cover lessons and at other non-contact times when the need arises
professional regard • Participate in meetings, attend assemblies
for the ethos • Undertake the supervision of pupils according to the duty rota or
policies and invigilation rota as required.
practices of the
school
Understanding of • Comply with the requirements of KCSIE
statutory • Ensure the school can account for the whereabouts of pupils by
frameworks completing registers at the beginning of lessons and activities
• Be familiar with the Code of Practice for SEN pupils.
Other • Undertake other related duties as directed by the Headmistress/Head
of Juniors, senior manager or line manager.
Person Specification – Physics
Specification Essential
Qualifications • High Class Honours Degree in a related subject
• PGCE desirable but not essential
Personal qualities and • Commitment to academic excellence
abilities • Ability to work effectively in a team
• Excellent organisational skills
• High levels of personal and professional integrity
• Enthusiasm and approachability
• Good rapport with students, colleagues and parents
• Confident use of ICT
• Appropriate levels of personal presentation
Teaching and learning • Confident in teaching A level Physics
• Evidence of excellent classroom practice which leads to learning
for every student
• Evidence of effective planning, teaching and class management
• Ability to prepare and share teaching resources
7• Ability to motivate and inspire students
• Commitment to creative and innovative approaches to teaching
and learning
• Commitment to development of appropriate schemes of work
and resources
• Commitment to improving, monitoring and evaluating teaching
and learning
• Ability to teach Biology and/or Chemistry at KS3 level is desirable
as is an interest in STEM and IT including computing
Philosophy and Ethos • Commitment to the ethos of the school
• High expectations for student attainment, personal
development and conduct
• An ability to communicate enthusiasm for History and Politics,
and to promote the subjects throughout the school
• Commitment to helping with extra-curricular activities and
curriculum enrichment including accompanying school trips.
• Commitment to best practice in pastoral support and student
welfare
We are all members of one community and must therefore endeavour, at all times, to maintain
positive working relationships with all colleagues, treating others with the same level of
professionalism, respect and politeness that we would wish for ourselves. In addition, you are required
to work in pursuit of our core aim, which is to ensure every student’s aspirations, capabilities, interests
and talents are recognised, nurtured and celebrated. We pride ourselves on our academic standards,
extra-curricular provision and pastoral care. Your performance in this regard will be judged by your
outcomes relating to work, attitudes and professional behaviours.
Child Welfare and Child Protection Issues
The interview for this post will include exploring issues relating to safeguarding and promoting the
welfare of children including:
• Motivation to work with children and young people.
• Ability to form and maintain appropriate relationships with children and young people.
• Emotional resilience in working with challenging behaviours.
• Attitudes to the use of authority and maintaining discipline.
Any relevant issues arising from the take up of references will be discussed at interview.
The school is an equal opportunities employer. We are committed to safeguarding and promoting the
welfare of children and young people and expect all staff and volunteers to share this commitment.
Successful applicants are subject to an Enhanced Disclosure and Barring Check.
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