Teacher of Chemistry
• Secure and maintain high quality learning and teaching in order that students are able to make progress and achieve to their potential as successful, resilient and independent learners;
• To fulfil the school’s mission: Upton Court Grammar School ensured all students fulfilled their academic and personal aspirations and became successful and engaged citizens.
• Establish and uphold the ethos of the school with students through the full implementation of policies;
• Implement school policy and procedure reflecting the school’s commitment to high achievement, ensuring each student is treated as an individual and able to develop as successful learners;
• Contribute to the development of learning to learn and assessment for learning;
• Support the head of department as required and directed in implementing the department development plan and to assist in evaluating the impact of the plan on teaching and learning.
Teaching and Learning:
• Establish and maintain an environment which promotes effective learning and provides an appropriate level of challenge for able students;
• Plan and deliver lessons in accordance with the agreed scheme of work / subject specification, taking account of the specific learning needs of students within the class;
• Plan homework or other out-of-class work to sustain individual learners’ progress and to extend and consolidate learning through the marking of this work where appropriate;
• Actively promote personalised learning and assessment for learning opportunities within their subject for the benefit of the students;
• Analyse a range of relevant performance data for students in their classes and use this to plan future learning and inform target setting;
• Follow subject and school procedures for the assessment, recording and reporting of student attainment and progress including attendance at parents’ evenings;
• Provide timely and relevant information enabling each student to understand their current levels of attainment and the action they must take to achieve to their potential, including report writing;
• Actively promote the development of effective subject links internally and between partner schools and the wider community (locally, nationally and internationally);
• Monitor attendance and behaviour of students in their classes in accordance with school policy taking appropriate action including contacting parents;
• Undertake the teaching of classes/groups as may reasonably be required by the Principal or Line Manager.
• Actively participate in performance management and professional development;
• Participate, at the request of the Principal or Line Manager, in the school’s monitoring, evaluation and review procedures including evaluation against quality standards and performance criteria;
• Evaluate the impact of their teaching on the progress of all learners and modify their planning and classroom practice where necessary.
• Follow school procedures in the allocation and use of resources to support effective learning and teaching.
Subject teachers should demonstrate knowledge and understanding of:
• Professional Standards required of all teachers in England;
• School policies and procedures;
• Secure knowledge of subjects/curriculum areas and related pedagogy across the full age range;
• Relevant statutory and non-statutory curricula and frameworks for identified subjects/curriculum areas;
• Schemes of work for subject(s) taught;
• Principles and practices in relation to managing learning and teaching, including behaviour;
• The appropriate application of ICT, literacy and numeracy to support teaching and wider professional activities;
• Health and safety issues as they relate to their particular subject area(s).
Any teacher can expect to be designated as a form tutor. As such, any form tutor should adhere to the following roles and responsibilities:
The form tutor’s role is to:
o Carry out statutory tasks, including completing registration accurately and on time;
o Monitor and support learners’ academic and social progress;
o Monitor learners’ attendance, punctuality and behaviour, taking direction from Head of Key Stage as appropriate;
o Contribute to the tutees’ spiritual, moral, cultural and social education;
o Make him/herself available to parents/carers, where appropriate, for the purpose of discussing personal matters concerning a learner’s welfare, behaviour and other concerns that may adversely affect successful learning;
o Attend parents’ evenings and tutors’ evenings, and other events specified by the principal;
o Ensure learners’ are prepared for learning including addressing uniform and equipment;
o Encourage students to support and / or participate in school events including charitable events, PSA events etc.;
o Check that learners’ diaries have been signed by their parent / carer, and sign learners’ diaries every week;
o Ensure that all learners and their parents / carers have signed the Home/School Agreement;
o Implement pastoral initiatives led by senior management or the Head of Key Stage;
o Liaise effectively with SENCO, LAs and other appropriate bodies to ensure that learners’ with special needs (inc. gifted and talented) are given appropriate support;
o Respond to subject reports through the writing of tutor reports.
• Play a full part in the life of the school community, support the school ethos and encourage students to follow this example;
• Actively promote school policies;
• Alert the principal in the event of any suspected Child Protection issues that may be affecting a learner;
• Reflect on and improve professional practice and take responsibility for identifying and meeting development needs;
• Undertake any other duty as specified by school teachers pay and conditions of service not mentioned in the above.
Essential educational requirements
Undergraduate subject degree
Qualified Teacher Status
Essential skills and experience
Knowledge and understanding of the National Standards for Teachers
Knowledge of the requirements of the National Curriculum and 14-19 courses and qualifications
Evidence of successful teaching across the age and ability range
Ability to use assessment to raise standards of achievement
Ability to communicate effectively with pupils, parents and other professionals, orally and in writing
Knowledge of current educational issues, including ECM
Sound subject knowledge
Ability to use ICT effectively to support your professional role
Experience of teaching post-16
Ability to use a SMARTboard
An understanding of emotional literacy and developments to support learning and teaching, e.g. SEAL
As part of the School Direct Teacher Training programme, Upton Court Grammar School is also the lead school for teacher training in Slough. Working alongside Reading University and the Institute of Education, teacher training is offered in the Slough area. As a Teaching School since September 2013 we provide a first class CPD programme which supports the professional development of teachers at all stages in their careers including teachers new to the profession and leadership development. In line with the values to invest and collaborate, Pioneer Educational Trust provides additional time for professional development and collaborative working in the form of CPDL Wednesdays. On these days, the pupils finish their school day one hour earlier to facilitate two hours of back-to-back learning and team work for all staff, teaching and non-teaching. During this time, colleagues have time to produce collaborative planning, moderate, share best practice as well as receive formalised programmes of CPDL.
About Upton Court Grammar School
- Lascelles Road, Slough, Berkshire, SL3 7PR
- Upton Court Grammar School website (opens in a new window)