Teacher of Physics

INTRODUCTION

The Physics Department at Westcliff High School for Boys (WHSB) has been a high performing Department for many years. We have had consistently outstanding results in GCSE and Advanced Level Physics, with the Department obtaining particularly pleasing results at A Level. The Department has grown considerably over recent years and currently runs five groups at Advanced Level. There are 55 students currently studying Physics in Year 12 and 42 studying in Year 13. At GCSE, 180 pupils sit the AQA GCSE course.  

The Physics Department also plays an important role in the extra-curricular life of the School. The Department offers a variety of additional clubs which pupils can attend, aimed at assisting those in need of support or extending the more able. We have a particularly effective mentoring scheme, in which Year 12 and Year 13 students mentor those lower down the School. Pupils in Year 11 and Year 13 will also sit the respective Physics Challenge and Physics Olympiad organised by the BPhO, and students often are awarded gold medals. Further to this, we offer our students the opportunity to visit CERN in Geneva to see the Large Hadron Collider, and to Sizewell B to see inside a nuclear power station. 

This post would be suitable for Early Career Teachers or a more experienced teacher. Equally we would be pleased to have applications from Physics/Engineering graduates who are interested in teaching.

ACCOMMODATION AND FACILITIES

The Physics Department occupies four laboratories. Two for Lower- and Middle-School pupils  within the Science building, and two for A-Level students in the Sixth Form Building. The Science building has just recently undergone a considerable refurbishment and now offers the most up-to-date facilities and an attractive teaching environment. On a practical level, the Physics Department is well stocked and resourced.

CURRICULUM

In the Lower School (Years 7-9) syllabus in Physics, pupils learn about the fundamentals of forces and energy. In Year 8 pupils apply what they have learned to contexts such as electricity and magnetism. In Year 9, pupils study waves and space physics, as well as more advanced mechanics topics. 

The AQA Physics GCSE curriculum follows on from the work that has been completed in the Lower School, both consolidating parts of it that have previously been covered to GCSE Level but also extending other parts so pupils can access the GCSE ‘9’ grade. 

In the Sixth Form, students can choose to study AQA Advanced Level Physics if they attained a Level 7, 8 or 9 in GCSE Physics. The School follows the AQA Physics A specification. 

At all divisions in Physics, the Department devotes time to the development of examination technique and regularly assesses students so they are best placed to succeed at examination time. 

The Physics Department also has a long standing association with the University of Cambridge involving the delivery of ‘Isaac Physics’.

EXAMINATION RESULTS

Results in all Public Examinations are outstanding and those who choose to continue their physics studies at University generally do so at established Universities, including the Universities of Oxford and Cambridge. The Examination Board used for Public Examinations is AQA for both GCSE and Advanced Level.  

In Summer 2022, 85% of candidates at Advanced Level were awarded A*-B grades, with 24% of candidates achieving an A* grade. At GCSE, in the Summer of 2022, 94% of pupils were graded at 9-7 with 43% being awarded the very highest grade.

JOB DESCRIPTION - TEACHER OF PHYSICS

Job Purpose: The teacher is required to carry out the general professional duties of a school teacher under the reasonable direction of the Head of Department and Headmaster and to perform such particular duties that from time to time which may reasonably be assigned him/her by the Headmaster. Teachers on the Upper Pay Scale (UPS) will be expected to make broader contribution to the School as a normal part of their work.

General Duties:

to support and promote the School’s general purposes, ethos and Learner Profile;  

to be familiar with and respect and follow the School’s Policies and Procedures;

to maintain a good understanding of whole School Evaluation and Development Planning;

to act as a role model to pupils through always being punctual and well prepared and to maintain appropriate professional relationships and an atmosphere conducive to learning;

to attend School and Year Assemblies and to carry out a share of supervision duties in accordance with published rotas;

to contribute actively to the maintenance of the School as an orderly community by upholding the provisions of the School’s Rules and the Pupils’ Code of Conduct;

to maintain good order and discipline among the pupils, safeguarding their welfare both on School premises and when engaged in authorized activities elsewhere;

to participate in staff and other meetings relating to the School’s curricular, pastoral or administrative arrangements;

to assist with covering or taking other classes as and when required (e.g. staff illness) and being available for examination invigilation;

to communicate and co-operate on educational issues with persons or bodies outside the School as appropriate;

to contribute to the extra-curricular life of the School as appropriate and attend and support School and House events wherever possible.

Teaching: 

to ensure that lessons are planned in appropriate detail (considering pupils’ prior attainment) and are prepared and delivered in accordance with the Learner Profile, departmental Schemes of Work and regulatory standards, reinforcing the need for high expectations which inspire, motivate and challenge pupils;

to take account of pupils’ educational needs (differentiating where appropriate), to teach in a manner appropriate to a Grammar School (as outlined in the School’s Guide to Outstanding Teaching), including the setting and marking of work, to be carried out by the pupils in School and elsewhere (homework), according to agreed schedules; 

to assess, record and report on the development, progress and attainment of pupils in accordance with the School’s policy, in order to ensure pupils fulfil their potential. This record of assessment should be available to the Head of Department or Directors of Studies on request;

to regularly mark pupils’ work, giving appropriate feedback and keeping records of marks;

to provide mark lists, grading lists, written reports, internal comments or references relating to individual pupils as the School may require;

to communicate with Head of Department and Form Tutor regarding the progress of individual pupils, as necessary; 

to attend Parent Evenings to discuss the progress of pupils and use such occasions to offer constructive advice on what pupils need to do to improve their progress;

to participate, within the guidelines laid down by the Head of Department, in the evaluation and development of appropriate methods of teaching, syllabuses and materials, writing Schemes of Work as reasonably requested and contributing to the development of departmental policy;

to assist with displays and publishing of pupils’ work;  to utilise ICT as an effective tool to aid teaching and other classroom resources as appropriate; 

to assist with departmental voluntary activities, societies, trips and initiatives.