Teacher of Science

Teacher of Science

INS1 - UPS3

(Dependent on experience)

Possibility of TLR

Required: January 2020

We are seeking to appoint a dynamic and inspirational teacher of Science, who is ambitious and has a real passion for their subject. Must be able to teach across all key stages.

Vision & Values 

‘Raise standards in education for all; we believe every young person deserves the best education possible.’

• The Forest Academy (TFA) is a part of the Beacon Multi Academy Trust, along with Beal High School, North East London Teaching Alliance (NELTA) and Beacon Business Innovation Hub (BBIH).TFA and Beal sixth forms amalgamated in September 2018. TFA is an 11-16 mixed comprehensive school, located in the north east corner of Redbridge. 

Why choose TFA?

• A small, caring and welcoming community school
• High expectations of all and where all students are entitled to consistent high quality learning experiences
• A committed and dedicated staff working hard to shape the lives of the young people who come to our school
• High quality CPD offer, through our partnerships with NELTA, Beal High School and other partnerships
• Beal High School sixth form is part co-located at TFA, thus the opportunity and expectation to teach KS5 

The Trust is committed to safeguarding and promoting the welfare of young people and expects all members of staff to share this commitment. The below documents must be read and will be factored into interviews: 

• Keeping Children Safe in Education 
• BMAT – Safeguarding and Child Protection Policy 

You will be subject to an enhanced DBS (Disclosure & Barring Service) check.

An application form can be found at www.beaconacademytrust.co.uk 

Please note we will not consider your application unless it is completed on the BMAT application form. Please note the Trust reserves the right to close or extend this advert, therefore we would urge candidates to apply as soon as possible.

General duties and responsibilities 

Teaching and Learning. All teachers should: 

• Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners. 

Assessment and monitoring. All teachers should: 

• Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications. 
• Know a range of approaches to assessment, including the importance of formative assessment. 
• Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. 
• Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. 

Subjects and curriculum. All teachers should: 

• Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subject/curriculum areas can make to cross-curricular learning; and recent relevant developments. 
• Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, across the age and ability range they teach. 

Literacy, Numeracy and ICT. All teachers should: 

• Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. 

Achievement and diversity. All teachers should: 

• Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of external factors.
• Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching; 
• Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, and the contributions they can make to the learning, development and well-being of children and young people. 
• Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities.

Teachers must meet all of the requirements in the Teachers’ Standards.   

The above-mentioned duties are neither exclusive nor exhaustive, duties and responsibilities of the post may change over time and requirements and circumstances change. 

Essential Qualifications, Attributes & Experience

• Degree
• Demonstrates successful practice as a teacher in a secondary school – qualified or as a trainee
• Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them
• Hold positive values and attitudes and adopt high standards of behaviour in their professional role
• Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity
• Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being
• Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress, development and well-being of children and young people
• Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified
• Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them
• Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people
• Know the local arrangements concerning the safeguarding of children and young people
• Know how to identify potential child abuse or neglect and follow safeguarding procedures
• Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances.