H e a d o f L a n g u a g e F a c u l t y

Required from September 2014

Welcome to our information booklet for the post of Head of Language

Faculty. It is designed to give a flavour of life here as a teacher at JCG,

provide information to support your application and, with the College

website, provide you with a snapshot of the myriad of varied activities that

take place each day in college.

Founded in 1880, JCG has been at the forefront of girls' education in Jer-

sey for over 125 years and has a well deserved reputation for academic

excellence and service to the island community.

Our students thrive on expert teaching, state of the art facilities and a vast range of extra-curricular,

enrichment and expedition activities. They are enterprising, friendly and ambitious and they have

wonderful purpose, energy and sense of service to others. Our staff care and are dedicated, creative and

talented. Our exceptional academic results are a testimony to the personal and collective success of all at

JCG. From here, our students go on to study at good universities, both in the United Kingdom and

across the world.

Each day we strive to deliver the very best educational experience for our students. This experience

should deliver outstanding academic achievement and, more importantly, nurture someone who is

happy, well mannered and able to find fulfilment in one’s service to others.

Inevitably, an information booklet and website can only partially reflect the reality of College life. I look

forward to meeting short-listed candidates in May 2014 where interviews will take place at Jersey College

for Girls. At interview, candidates will meet our students and staff, and experience the warmth, vitality

and ethos of intellectual curiosity that is JCG.

It is a privilege to lead this remarkable school and I would encourage you to apply for this vacancy.

Carl Howarth

Principal

JERSEY COLLEGE FOR GIRLS

JOB DESCRIPTION

Job Title: Head of Language Faculty Responsible to: SLT Line Manager Remuneration: SA5 Time allowance: The post holder will have a 0.2 time allowance Job purpose To lead and co-ordinate the work of the subjects within the Faculty in order to sustain and improve the quality of learning, ensuring high levels of student success. To work with the Principal, Vice Principal, Assistant Headteachers, other senior staff and their own team of staff within the faculty, to promote educational opportunities, equality of opportunity and a high quality-working environment for both staff and

students. To lead an area of whole College development ( to be specified) Specific responsibilities: Lead and develop learning in the Faculty to ensure the highest levels of student success Lead and develop the Faculty staff to ensure optimum performance and effectiveness Manage the organisation within the Faculty and monitor the use of resources to ensure cost effectiveness and efficiency Contribute to whole school improvement to ensure exceptional service to students, parents and other stakeholders Principal Accountabilities Lead and develop learning in the Faculty to ensure the highest levels of student success 1.1 Provide dynamic leadership in all aspects of teaching and learning by demonstrating good practice in the classroom, expert knowledge about the curriculum and the theories that underpin students’ learning. 1.2 Advise the Senior Leadership Team on issues related to the curriculum areas. 1.3 Plan and ensure that the subject leaders within this curriculum area deliver the various GCSE and A level courses to

achieve the highest academic standards. 1.4 Ensure that appropriate documentation such as SOW are available, used effectively and updated where appropriate. 1.5 Assist teachers to develop and implement appropriate student assessment and evaluation practices according to departmental, faculty and College policies. 1.6 Implement a system that effectively monitors and tracks student progress and uses assessment data to ensure all students

have individual targets and are supported in all areas of their work. 1.7 Provide support for subject leaders in the compilation and application of ILPs, liaising where necessary with the ENCO. 1.8 Ensure that subject leaders keep up to date with the latest national developments in their subject areas and evaluate their

impact upon teaching and learning, 1.9 Ensure that appropriate use is made of the latest developments in the use of ICT. 1.10 Recognise the cross-curricular implications of subjects within the faculty and encourage relevant staff to work together with

staff in other faculty areas as appropriate. 1.11 Develop active partnerships with local industries and other educational institutions to enhance the opportunities available to

students. 2. Lead and develop the Faculty staff to ensure optimum performance and effectiveness

2.1 Create and lead a team with a shared sense of identity and vision in this significant curriculum area within the school. 2.2 Set goals that ensure that the norms, expectations and values of JCG are communicated clearly understood. 2.3 Monitor the effectiveness of individual staff performance through the subject leaders within the curriculum areas, providing

support and training as required. 2.4 Seek and support professional growth for self and colleagues. 2.5 Ensure the appraisal system is conducted effectively. 2.6 Facilitate professional mentoring and provide, as required, an appropriate induction programme for NQTs and student

teachers. 2.7 Undertake regular self-reviews of teaching practice and accompanying documentation as determined by the evaluation process of the College and Faculty. 2.8 Ensure there is a full programme of Faculty based extra – curricular opportunities for students and staff to develop and

improve skills in these curriculum areas. 2.9 Encourage discussion and the sharing of information, ideas and good practice. 2.10 Ensure the profile of the Faculty is raised in the College through frequent media releases and internal announcements. 3. Manage the organisation within the Faculty and monitor the use of resources to ensure cost effectiveness and

efficiency

3.1 Ensure that the requirements of all documents / systems / policies are met within the faculty. 3.2 Lead the process of completing DDPs, DSEDs, Exam review analysis documents and all other documents as required, in

order to encourage active reflection, analysis and evaluation of current practice in order to improve practice and outcomes. 3.3 Ensure that appropriate material is provided for cover lessons by absent staff 3.4 Initiate and implement changes and improvements within the Faculty where appropriate, within the boundaries of the CDP 3.5 Liaise with the person responsible for timetabling to produce teaching timetables for staff within the Faculty, discussing and

negotiating where required. 3.6 Manage and deploy any non-teaching staff within the Faculty. 3.7 Ensure subject leaders achieve effective resource management within their curriculum area by preparing and monitoring

annual budget plans, controlling expenditure, monitoring textbook distribution and collection and maintaining inventories of stock.

3.8 Ensure that classrooms and displays are current and of a high quality. 3.9 Ensure that regular subject, department and faculty meetings are held and that minutes are recorded and submitted to relevant personnel. 3.10 Attend College meetings, other relevant meetings outside College as required, and provide feedback to Faculty staff. 4. Contribute to whole school improvement to ensure exceptional service to students, parents and other stakeholders

4.1 Participate in the construction of the College Development Plan, other College policies and initiatives, and support the

same. 4.2 Contribute to parent meetings, the tutorial programme, staff teams, reports and references for students, as appropriate. 4.3 Monitor consistency of departmental report writing according to the JCG Policy 4.4 Uphold and participate in the arrangements for supporting students in the College. 4.5 Ensure all health and safety regulations are adhered to, both on and off site, and that a regular programme for the inspection and maintenance of equipment is provided. Area of Whole College Development: To be discussed and agreed with the post holder

Any other reasonable task as required by the Principal The particular responsibilities and key tasks above are in addition to those set on in the Teachers Task This job description is subject to review to ensure it meets the needs of the College.

Date : Post holder: …………………………………….. Date: ……………………… Principal: ……………………………………….. Date: ……………………… Appendix 1: The Teacher’s Task The DfESC (Department for Education Sport and Culture) and the representatives of the Teacher’s Unions (Jersey) have agreed the following statement of the Teacher’s Task in order to define more clearly the nature of teachers’ employment. It is their view that in this important work of educating Jersey’s children it is imperative that both teachers and Headteachers recognise the duty they owe to those children and the community. To this end the teacher is expected to maintain a professional commitment to their task and the Headteacher is pledged to a responsible and humane interpretation of this agreement. The following provides a definition of the Teachers’ Task: Teach effectively to meet the needs of all students and to ensure discipline and safety within the school community. Plan, prepare, evaluate and modify as necessary personal teaching methods, work programmes and teaching materials in accor-

dance with the DfESC curricular policies and school schemes and standards. Mark and maintain records of students’ work in accordance with DfESC and school policies. Promote the general progress and welfare of students in classes or groups or individually as part of the school’s pastoral and

counselling arrangements. Assess and record students’ personal and social needs, development, progress and attainment. Provide or contribute to oral or written assessments and report on individual students and groups; consult and inform parents, co-

operate with appropriate outside agencies in accordance with DfESC and school policies. Contribute to and participate in corporate planning, self evaluation, in-service training and professional development in assigned

areas of the curriculum and pastoral arrangements; participate in related staff meetings and school events. Advise colleagues, co-operate with them on teaching programmes, methods, equipment and materials within assigned areas of

the curriculum ensuring that appropriate administrative tasks are undertaken. Contribute and participate in the school’s pastoral, tutorial and guidance arrangements and undertake an appropriate share of the

organisation and conduct of parental consultation and staff meetings. Contribute as required to the appointment, induction, professional development and assessment of junior colleagues, including

new entrants to teaching. Accept an appropriate share of the administrative and organisational tasks within the school, including providing support for

teachers, undertaking additional curriculum or pastoral responsibilities or holding senior posts. Ensure the safety and good order of students by carrying out an appropriate share of supervisions whenever students are author-

ised to be on school premises or elsewhere when the school is in session. Undertaking an appropriate share of all collective responsibilities including substitution for an absent colleague subject to guar-

anteed non-teaching time. Supervise support staff as required. Order and allocate appropriate equipment and materials in accordance with DfESC and school policies and schemes. Co-operate as required with teachers in other schools and colleges on curricular, pastoral and administrative matters.

Jersey College for Girls Language Faculty

“Igniting a passion for language and literature”

deepen their appreciation of and love for the richness of English enhance their use of and response to language learn to be a discerning reader in their own and other languages develop a sensitivity to other languages and cultures develop their listening, reading, speaking and writing skills through the enjoyment of learning foreign languages and deepening knowledge of their own language aspire to being able to speak at least one foreign language with confidence appreciate the importance of language in order to access other cultures and truly belong to a community broaden their cultural horizons through their language and literature studies excel in their literary and language studies through supported learning with teachers who inspire them with

their own love of the language they teach

The Language Faculty is well established and highly successful. Our GCSE and A level results are consistently among the best in the College. The Faculty is made up of 16 teachers and 4 Foreign Language Assistants. There is a strong ethos of collaboration and support in the Faculty. Both English and MFL have been externally evaluated in 2013 and 2014 respectively and judged to be Outstanding. We have high expectations of ourselves and our students. The Faculty occupies the first and second floors of the modern Chesshire building. There is an IT suite located in the MFL department shared by the Faculty. Both English and MFL areas include offices and there is a Seminar room located in the MFL area which is used by the FLAs for small group conversation classes. In 2014 the budget for English is £8,495 and £7,706 for MFL. English Key Stage 3 KS3 provision is currently being redesigned so as to best prepare students for KS4 and the iGCSE. Students have a minimum of 6 core tasks per year completed in controlled conditions to assess their progress in reading, writing and speaking and listening. In order to achieve their targets, students will study novels and texts appropriate to their age group in order to understand the implications of texts and the techniques an author uses. They will also practise a variety of writing for different purposes such as the written speech on a controversial subject in Y9 or the imaginative story in Y7. Additionally, students will be given many opportunities to develop their speaking and listening skills both through formal presentations in Standard English such as their speech in Y7 and also through role play such as when they participate in the famous JCG Shakespeare Festival.

Our Language Faculty wants students to find delight in progressively seeking to master the languages and literature we teach. We want to impart an enthusiasm for the magic of language in order to carry students through the difficulties and the hard work that learning to master a language involves. As a result of the learning experience in this Faculty, we aim for each student to:

The English department prides itself on the wealth of opportunities offered to the students to excel in their strengths with the following being just some of the activities and competitions we offer: Year 7 Times spelling Bee Competition, Poetry Slam, We are Writers competition, The Royal Commonwealth Essay competition, KS3 debating club and The Y8 Shakespeare Festival. Key Stage 4 We are in the process of changing over from the OCR examination board to the Cambridge iGCSE course for English Language and Literature. The Language course is designed to cover a range of real life skills; reading, writing, speaking and listening which will support your learning not only across the rest of the curriculum but in your further studies, the workplace and beyond. Students complete one exam worth 40% which assesses their reading skills as well as a coursework component worth 40% which focuses more on writing skills. Speaking and Listening is then worth 20% and tasks may include a debate, a formal presentation and a drama role play. All students follow the Extended Curriculum which is designed for those aiming for grades A* to B. In English Literature, we are fortunate to have the opportunity to study some of the great literary texts of the world. For Drama, girls may study either ‘The Tempest’, ‘A Midsummer Night’s Dream’ or ‘The Merchant of Venice’ or perhaps one of Oscar Wilde’s or Arthur Miller’s plays. We are also able to read together some of the great novelists whether from our own literary canon such as Austen, Stevenson, Eliot or from around the world to include modern writers such as Anita Desai or Harper Lee. We also study plays like ‘An Inspector Calls’ or ‘The History Boys’ which continue to sell out theatres in the West End as well as a range of poetry spanning the Rossettis to Seamus Heaney to Wordsworth. Students regularly have the opportunity to attend film screenings and theatre productions to enrich their appre-ciation of the texts they have studied. In addition, this year, we have organised for a visiting Osiris speaker to come and run a workshop for GCSE students aimed at achieving the A* in English Literature at GCSE. Key Stage 5 In the Sixth Form, students study WJEC GCE English Literature and complete the following units: AS Level • 30% Exam: Poetry and Drama 1 (Poetry post-1900 and Drama post-1990) • 20% Coursework: Prose Study and Creative Reading (one essay on prose 1800-1945 and one piece of creative writing in response to wider reading with a critical commentary) A2 Level: • 30 % Exam: Poetry and Drama 2 (Poetry pre-1800 with unseen poetry and Shakespeare with related drama) • 20 % Coursework: Period and Genre Study (one essay on 3 texts linked by a theme such as ‘love’ or ‘war’) In addition we give students an opportunity to take part in an annual study visit to Stratford where they take part in work-shops designed to further their A Level learning and watch a theatrical production.

MFL At Jersey College for Girls we have a ‘Languages for All’ policy. We aim to promote language skills for life through enjoyable learning and visits to the target language country where possible. Courses All of our students continue their French studies to GCSE level. In Year 8 all students choose a second for-eign language, either Spanish or Italian, which they study until the end of Year 9 with the option to continue to GCSE. We are proud that more than half of our students decide to study both languages up to GCSE and a third of our students go on to study a foreign language post-16. At Key Stage 3 students use the Clic! course for French, Tutti Insieme for Italian and Mira 1 Express for Spanish. In Years 10 and 11 students prepare for the AQA GCSE examinations in all languages. We use the AQA course for French and Spanish and Amici for Italian at GCSE. At AS and A2 we try to use as many authentic texts as possible but also follow the AQA course in French and Spanish, together with Kerboodle online resources and our Italian AS and A2 courses are authored by our staff and made up of authentic materials. Students sit the Edexcel Italian AS and A2 examinations. Students abroad The MFL department has an established and extensive programme of trips and visits on offer as we believe that this is an essential part of language learning. Currently Year 7 students have a day trip to St. Malo during their Activities Week programme. We usually run an Activities Week trip to France for Key Stage 3. For GCSE and A Level French students there is the won-derful opportunity to participate in our Rouen home stay study visit. For Spanish students we also offer a bi-ennial trip to northern Spain which incorporates language learning and cultural visits. Italian students travel to the beautiful Tuscan town of Lucca for their home stay study visit. A2 students have the option of complet-ing independent work experience in France, Spain or Italy in Year 13. Extra-curricular events Every year our Year 9 students enjoy an off-timetable day for our Life Changing Languages Event. We are pleased to invite professionals from local businesses and past pupils who are pursuing their language learning at university to JCG to run workshops for our students. We offer our Year 11 students the opportunity to hear visiting speakers talk on the subject of the importance of learning modern foreign languages just before they make their A Level choices. This popular event has involved many local dignitaries in the past and the students are always amazed at the range of professions and opportunities available to language speakers. JCG enters many students for the French, Spanish and Italian classes of the Jersey Eisteddfod each year, with some of our students achieving gold and even platinum certificates. This is a wonderful opportunity for stu-dents to speak publicly in the target language; preparation for the event is extensive and allows students to fo-cus on pronunciation.

Why be a teacher at JCG ?

The best testament about what it is like to be a teacher at JCG is the view of the teachers’ themselves. Last year the College gave out a questionnaire to all staff. The following quotes have been taken at random from the responses of individual staff to a question in the survey Question : What do you most like about your current job? 'I feel that there is a genuine desire to allow everyone to reach their full potential.' 'Inspiring students to succeed when they thought that they could not. Giving confidence and knowledge to students. Working with similarly motivated colleagues.' 'Opportunities to try something different, be creative. Teaching. Working in a great department. Excellent relationships with staff and students. Seeing students succeed. Running a department, making decisions.' 'The students I am privileged to teach and colleagues I am privileged to work alongside.' 'The students are endlessly engaging and their motivation to learn is exciting. My job offers constantly changing challenges and is certainly never dull! I feel supported by senior staff.' 'The fact that we all work together well as a team and we all support each other.' 'The potential of the students and their ability to embrace innovative teaching ideas and impress you everyday with their ideas and knowledge.' 'Working with the students and being part of what I see as a great team at JCG.' 'The supportive nature of my department and the lovely students who we teach.' 'The feeling that I'm making a positive difference in the classroom and in my wider responsibilities. I also like being part of a large and successful team.' 'Working with such talented and inspirational students.' --------------------------------------------------------------------------------------------------------------------------------------------------------- Some comments from teachers ranging from those new to the College and those who have progressed their careers here : Felicity Williams is a new teacher at JCG - she joined the College in September 2013 and had this to say about joining the College:

'JCG - a teacher's utopia. I was welcomed and valued as a member of a fantastic team, as well as being afforded the trust to adjust the dynamics of my classroom from day one. This was an excellent foundation for the building blocks that follow. Setting aside the prestige and exemplary reputation of the school, JCG will aspire and motivate you to become the best role model for the students on both an educational and pastoral level. They identify that good grades alone don't prepare a young person for the world and enable you to engage on multiple levels to promote well rounded students. Ask and you shall receive: A multitude of resources and state of the art facilities are provided to equip you with the tools that you require in delivering the curriculum. There is always someone at hand to support you in your quest to be the best that you can be. The establishment will satisfy your professional development with a clear pathway to whatever your goal may be through utilising the wealth of experience and skill of those who work with you.

Be under no illusions, 100% is required from every teacher at JCG, but here's the difference: You'll want to give nothing less and you will be rewarded and valued by your superiors, peers and most importantly, the hard working students.'

Ros Cleave started in 2005 I have taught at Jersey College for Girls for 9 years, starting in January 2005. I am originally from Bristol and taught there and in Swindon both as a full time DT teacher and on supply. During my teacher training I had the opportunity to spend 9 weeks teaching at JCG and said then if the opportunity ever arose I would come back so I was thrilled to be given the job. Since starting at JCG as a main pay scale DT teacher I have furthered my career and had an array of opportunities to extend my professional development. I am currently JCG’s Educational Needs Co-ordinator and have been in this whole school role for the past three years. Through this role I work with all other secondary schools, the education department and many companies on the island. Prior to this role I was Head of Key Stage 4 for just over 4 years. While at JCG I have achieved many profes-sional accreditations including the National Award for SENCo, the CCET and I am currently on my second year of my master’s degree, all with the support of JCG and Jersey’s education department. Outside the confines of JCG there are many opportunities in Jersey itself. As an avid hockey player I have played for a local team for 8 years and represented the island for a year. My other main passion is singing and 3 years ago I became a member of the Progressive School of Music in Jersey and I have recently achieved my Grade 4 with distinction. I have made Jersey my home, bought a house, got married and had two children in my time here. The beauty of the island is definitely part of the draw, a seaview from my kitchen window and the fact you are never more than 10 minutes from a beach keeps me here and will do for the foreseeable future. Lisa Rheumer - started in 2001

I have also been lucky enough to travel the world with JCG visiting countries such as Austria, Spain, Barbados, Cuba, Honduras, Madagascar and South Africa to take part in sporting and scientific activities with the students. JCG is a wonderful place to work and I feel extremely fortunate to be a part of this College; the students here are engaged and enthusiastic in all that they do and the staff are talented and dedicated to providing our students with the best educational experience possible.

I joined Jersey College for Girls as a Biology teacher in September 2001 and since then my career has progressed significantly. JCG has allowed me to develop my skills as a professional by supporting me to attend a wide range of courses and conferences, both on and off island, covering areas including critical skills, child protection, first aid, health and safety in the workplace, higher education and the examinations system. I have been given the opportunity to take on many different roles of responsibility with in the College, covering areas such as curriculum, pastoral, extra-curricular and administration and through these roles I have been able to develop my knowledge and experience and also discover which path I would like my career to follow in the future.

Information on Jersey College for Girls

www.jcg.je

Please take a look at our website where you should find all the information you need on the College. However, indicated below are some of the things you might want to access immediately. Our Home page: www.jcg.je and online publications http://issuu.com/jerseycollegeforgirls will give you a good feel for life at Jersey College for Girls. On our website, please do look at our: Our vision for a student at JCG - this outlines what our aspirations are for every student at the College and guides us in our day to day work with the students Our A level prospectus and our GCSE prospectus both outline our academic curriculum and are avail-able to read from our homepage.

By clicking on ‘About us’ you will be able to follow links to: College Prospectus - this will outline our Values of Aspire, Inquire, Excel, Belong which guide us in eve-rything we do at the College. Academic results - where you will find a summary and the details of our 2013 results. You can get a better feel for the College by taking a virtual tour and browsing the media Gallery By clicking on ‘School Life’ you will be able to follow links to:

Curriculum - information on the Science faculty and Physics. Also all other aspects of the curriculum. Extra curricular - with downloads for the Year 11-13 Enrichment programme and extra curricular activities Inquiring minds lecture series - outlining how we aim to ex-tend the learning of the students beyond the taught curriculum

How to Apply

We are looking for a well qualified graduate of MFL or English; a talented and inspiring individual inter-ested in developing a teaching career in a highly successful College. As a teacher you will have the opportunity to share your passion for your subject with extremely motivated students and be rewarded with a great sense of accomplishment and job satisfaction. As a member of the College you will be encouraged to contribute to the development of the College and its students through a range of extracurricular opportunities; you will also be fully supported to pursue your own personal professional development and career aspirations. Jersey is a beautiful island and so you will also benefit from an exceptional working environment with lots of opportunities to enjoy life beyond school. Employment opportunities will give you access to documents outlining what you will need to know about working in Jersey. To see what it is really like to live on a beautiful island—click to watch the short Jersey Tourism 2014 TV Advert with our very own Alumni professional singer and song writer Nerina Pallot. The post is available for September 2014. Jersey College for Girls is a school that constantly strives to excel in every area of school life and if you would like to be a part of our team please apply through States of Jersey by going to the www.gov.je website. If you would like to speak with someone about this opportunity please get in touch with Mrs Kathryn Slater, Vice principal at k.slater@jcg.sch.je or on 01534 516215. Applications are due by 4th April 2014 and interviews will be either 1st or 2nd May 2014.

@jcg_live

/jerseycollegeforgirls