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Deputy Curriculum Leader of English

The Farnley Academy, Leeds, West Yorkshire

Job details

Job role Leadership
Subject English
Working pattern Full-time only
Salary MPR / UPR

Job summary

11-16 years, 1365 students
Principal: Chris Stokes
Executive Principal: Secondary Education: Leanne Griffiths

Required January 2021
Deputy Curriculum Leader of English
Salary: MPR / UPR + TLR1a

We are seeking to appoint a well-qualified, enthusiastic, dynamic and inspirational Deputy Curriculum Leader of English to join our academy.

The Farnley Academy is part of The GORSE Academies Trust, a not-for-profit charity whose driving energy is centred on creating exceptional schools within the Leeds city region. The Trust has established a reputation for setting standards of excellence and achieving rates of improvements, which have received national attention, not least of all those of The Farnley Academy! The Chief Executive Officer, Sir John Townsley, is a National Leader of Education and gives considerable support to an increasing number of primary and secondary schools across the North.
The Farnley Academy has a simple mission – to create an environment which is free from cynicism and unwilling to put limits on what young people can achieve. The Farnley Academy is a very special place. Without doubt, it is the incredible professional body, both teachers and support staff, which sets it apart. As staff, we are humbled and privileged to work alongside such a dedicated team that is relentless in its determination to secure the very best outcomes for the young people we serve. Indeed, we strive to provide an educational experience that is all too often the preserve of students in the private sector.
GCSE outcomes at The Farnley Academy are well above average, achieving a Progress 8 score of +0.61 in 2018/19, placing the academy in the Top 5% of all schools nationally. We are very proud of the outcomes that our students achieve, but are bold and ambitious for the future. Recently, The Farnley Academy set itself a new goal to become an academy in the Top 1% of all secondary schools nationally. This ambition is driven by a genuine desire to ensure that all students in our community leave school with a true passport to achieve their dreams, no matter what they might be. Together as a professional body we will ensure that through the delivery of exceptional teaching, our goals are achieved, and The Farnley Academy is both locally and nationally recognised as an academy where only the very best will do for our students.
An Application Pack (including Job Description and Person Specification) is available to download from The GORSE Academies Trust website (www.tgat.org.uk/jobs), by email to recruitment@farnley.leeds.sch.uk or by telephone on 0113 2630741. If you would like to know more about The Farnley Academy, please visit our website at www.farnley.leeds.sch.uk. Please note if you submit an electronic application we will not require a hard copy. CVs are not accepted.

Closing date: 9am, Monday 28 September 2020
Interview date: Friday 2 October 2020

The GORSE Academies Trust is committed to safeguarding and promoting the wellbeing of all children and we expect our staff and volunteers to share this commitment. The successful candidate will be subject to a Disclosure and Barring Service (DBS) check. We promote diversity and aim to establish a workforce which reflects the population of Leeds.

Employee benefits


Applying for the job

An Application Pack (including Job Description and Person Specification) is also available to download from The GORSE Academies Trust website (www.tgat.org.uk/jobs), by email to recruitment@farnley.leeds.sch.uk or by telephone on 0113 2630741.

More on how to apply

Supporting documents

School overview

School type Academy
Education phase Secondary
School size 1358 pupils enrolled
Age range 11 to 18
Ofsted report View Ofsted report
School website The Farnley Academy website (opens in a new window)
Contact email recruitment@farnley.leeds.sch.uk

About The Farnley Academy

This job description should be read alongside the range of duties of teachers set out in the annual School Teachers’ Pay and Conditions Document.
Members of staff should at all times work within the framework provided by the Academy’s policy statements to fulfil the general aims and objectives of the Academy’s Leading Learning Plan.

•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.
•Communicate promptly and effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being
•Have a commitment to collaboration and co-operative working.
•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.

•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.
•Know the current legal requirements, national policies and local guidance on the safeguarding and promotion of the well-being of children and young people, including reading and implementing the academy’s key safeguarding materials which include:
oThe Academy’s Child Protection Policy,
oThe Academy’s Positive Discipline and Behaviour policy
•Familiarise yourself with the content within Appendix A of: ‘Keeping Children Safe in Education’
•Have responsibility for registering students and reporting any students missing following the Academy protocol
•Know how to identify potential child abuse 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, and when to refer them to colleagues for special support.

•Evaluate your performance and be committed to improving your practice through appropriate professional development (i.e. training, mentoring etc.)
•Have a creative and constructively critical approach towards innovation; being prepared to adapt your practice where benefits and improvements are identified.
•Review the effectiveness of your teaching and its impact on learners’ progress, attainment and well-being refining approaches where necessary.

•Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.
•Facilitate the delivery of English across key strategic areas and to liaise on timetable, planning and other curriculum issues.
•Adhere to departmental and/or Trust-wide, curriculum and examination rubric mapping and iterative assessment schedules
•Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.
•Develop appropriate and differentiated schemes of work at all key stages in conjunction with the department.
•Teach challenging, well-organised lessons and sequences of lessons across the age and ability range in which you teach and :
oUse an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs and take practical account of diversity and promote equality and inclusion.
oBuild on the prior knowledge and attainment of those you teach in order that learners meet learning objectives and make sustained progress
oDevelop concepts and processes which enable learners to apply new knowledge, understanding and skills.
oAdapt your language to suit the learners you teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively.
oEmbrace Trust Teaching and Learning strands of consistency such as the incorporation of the Purple Zone
•Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.
•Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
•Provide learners, colleagues, and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas of development.
•Provide learners with regular, sharp, diagnostic marking and feedback in line with the Academy’s marking and feedback policy. Create opportunities for learners to respond to the feedback which is then checked, acknowledging progress or addressing further misconceptions.
•Use the marking and feedback process to develop well informed strategic seating interaction plans which adhere to the Trust’s strands of consistency
•Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.
•Support in the designing a broad and balanced curriculum in English that reflects the ethos of the Academy and meets the needs of all students.
•Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging targets for improvement and plan future teaching.
•Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the Academy.
•Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for behaviour management, in line with the Academy’s behaviour policy.
•Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.
•Effectively line manage the staff within the department. This may take the form of appraisal, quality assurance and day-to-day management.
•Demonstrate high levels of professionalism in the accurate completion of the administrative needs of the department, meeting all deadlines.
•Co-ordinate the resources required for key strategic areas, giving support and guidance to relevant staff.

•Have a good, up-to-date working knowledge and understanding of a range of teaching and learning strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.
•Know the assessment requirements and arrangements for the subjects/curriculum areas you 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 data to evaluate the effectiveness of your teaching, to monitor the progress of those you teach and to raise levels of attainment.
•Have a secure knowledge and understanding of subjects/curriculum areas and related pedagogy including: the contribution that your subjects/curriculum areas can make 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, for your subjects/curriculum areas and other relevant initiatives across the age and ability range they teach.
•Know how to use skills in literacy, numeracy and ICT to support teaching and wider professional activities.
•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 developmental, social, religious, ethnic, cultural and linguistic influences.
•Know how to make effective personalised provision for those you teach and how to take practical account of diversity and promote equality and inclusion in your teaching.
•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, and to refer to sources of information, advice and support from external agencies.

•Hold positive values and attitudes adopt high standards of behaviour in your professional role.
•Carry out the duties and responsibilities of the post, in accordance with the Academy’s Health and Safety Policy and relevant Health and Safety Guidance and Legislation.
•Take responsibility for safeguarding and promoting the welfare of children.
•Use information technology systems as required to carry out the duties of the post in the most efficient and effective manner.
•Undertake training and professional development as appropriate.
•Undertake other duties appropriate to the post that may reasonably be required from time to time.
•Treat all aspects of the role with the strictest confidentiality.

•The post is subject a six -month probationary period
•Occasionally there may be a requirement to work off-site and undertake work outside normal office hours, on occasions, in order to meet the variable nature of workloads and deadlines and to support academy events.
•Contribute to the overall ethos/work/aims of the academy.
•The academy operates a No Smoking Policy.

The GORSE Academies Trust is committed to safeguarding and promoting the wellbeing of all children and we expect our staff and volunteers to share this commitment. The successful candidate will be subject to a Disclosure and Barring Service (DBS) check. We promote diversity and aim to establish a workforce which reflects the population of Leeds.

Arranging a visit to The Farnley Academy

If you would like to know more about The Farnley Academy, please visit our website at www.farnley.leeds.sch.uk or by telephone on 0113 2630741

School location

Chapel Lane, Leeds, West Yorkshire, LS12 5EU