JFS School
The Mall, Kenton
Harrow HA3 9TE
HEADTEACHER
Jonathan Miller
BSc (Hons) MA NPQH
Recruitment Office
Direct Telephone: 020 8206 0902
Facsimile: 020 8206 3120
E-mail: [email protected]
www.jfs.brent.sch.uk
JM/VH
January 2015
Dear Applicant
POST OF TEACHER OF MODERN HEBREW (IVRIT)
Thank you for your interest in the above post. We do hope that the accompanying documentation will be
helpful and will give you a feel for our school.
An application form and guidance notes may be downloaded from our website. Your completed form, and
any additional information, may be submitted electronically (to [email protected]) or posted to
the School, marked for the attention of Mrs V Harris, Recruitment Officer, by noon on Monday 26 January
2015. Please state, in your application, whether you are applying for a full-time or part-time position.
We look forward to hearing from you.
Yours sincerely
Jonathan Miller
Jonathan Miller
Headteacher
Encs
We are committed to safeguarding and promoting the welfare of children.
The appointment will be subject to pre-employment checks, including satisfactory Enhanced Level DBS clearance.
TEACHER OF MODERN HEBREW (IVRIT)
Salary Range: £29,596 - £42,669 per annum
(depending on qualifications/skills and experience)
The post is effective as soon as possible. Full or part-time applications will be considered.
You must be a good communicator, able to teach Ivrit from beginners’ level up to GCSE/Bagrut
and, preferably, up to ‘A’ Level. You must be fluent in English and able to inspire young people
to love Ivrit.
The closing date for applications is noon on Monday 26 January 2015.
Interviews will take place from Tuesday 27 January 2015.
We look forward to hearing from you.
JFS SCHOOL, THE MALL, KENTON, HARROW, HA3 9TE
Headteacher: Jonathan Miller BSc (Hons), MA, NPQH
Tel:
Fax:
020 8206 0902 (out-of-hours answerphone)
020 8206 3120
We are committed to safeguarding and promoting the welfare of children and young people and
expect all staff to share this commitment. The appointment will be subject to pre-employment
checks, including satisfactory Enhanced Level DBS clearance.
JEWISH EDUCATION: MODERN HEBREW (IVRIT)
GENERAL INFORMATION
Ivrit is part of the Jewish Education Department and benefits from the excellent resources which JFS offers. The
Department has an Independent Learning Area (equipped with computers), special rooms for examination conversation
practice, a large Staff Resource Base, an office for the Subject Leader and generous storage space. The suite is equipped
with the superb state-of-the-art facilities available throughout the School (including electronic whiteboards in every
classroom), which enable teachers to offer a fresh and challenging curriculum. All classrooms have full access to the
internet and subject-specific IT programmes, such as Davka.
The enthusiasm and hard work of the Ivrit teachers lead to the achievement of consistently very good results at both
GCSE and ‘A’ Level. The Department is justifiably proud of its successes with students of all abilities. The Department
is always pleased to welcome visitors to observe or participate in language teaching.
STAFFING
The Department currently has seven (including two part-time) members of staff, the majority of whom are native
speakers. Dedicated to the success of the students, the teachers work together creatively and purposefully. Some have
experience of teaching all Key Stages and abilities whilst others are developing them. Department members contribute to
the development of curriculum and resources and take on additional professional responsibilities. They are encouraged
to attend appropriate continuing professional development (CPD) courses.
TIMETABLE ARRANGEMENTS
The School operates a two-week timetable, with 48 lessons in the fortnightly cycle. Each lesson is 60 or 65 minutes
long. Students in Key Stage 3 attend four lessons per fortnight and, in Key Stage 4, attend five lessons per fortnight. ‘A’
Level students attend 9-10 lessons per fortnight.
CURRICULUM
Key Stages 3 and 4
Years 7, 8, and 9 are placed in ability sets and are assessed via an examination, prior to the commencement of their
academic start. The Department enters Key Stage 4 and Sixth Form students for AQA examinations. In Year 9, our
highest attainers sit the GCSE and can continue to study ‘AS’ Ivrit and sit the ‘AS’ examination at the end of Year 11.
Although not all students choose Ivrit for study at Key Stage 4, this is strongly encouraged and a significant number of
Year 9 students continue with Ivrit into Years 10 and 11.
SIXTH FORM
Currently, we have one group of ‘AS’ Level and ‘A2’ Level classes. At ‘A2’, the study of Israeli literature allows
students to increase their knowledge of Israel, and Israeli culture. The examination board is AQA.
INFORMAL EDUCATION
As JFS aims, through its mission statement to, “develop, thoughtful, tolerant, responsible and caring young citizens who
have a strong sense of identity with Judaism and Israel”, there are a range of opportunities that students can avail
themselves of to fulfil that goal. They include an Israel Residential Scheme for Year 9 students, or a two week trip for
those who opt for a shorter stay. The School celebrates and commemorates festivals such as Yom Haatzmaut, Yom
Hazikaron, Yom Yerushalayim and Purim. There are Israel advocacy programmes for Sixth Form students, as part of
their preparation for campus life.
JEWISH EDUCATION DEPARTMENT
JEWISH ETHOS OF JFS
JFS is a Jewish Comprehensive School committed to the development of thoughtful, tolerant, responsible and caring
young citizens who have a strong sense of identity with Judaism and Israel.
JEWISH EDUCATION DEPARTMENT
JFS has a large Jewish Education department offering both formal and informal Jewish Education. There are 27
members in the Department, amongst whom there are currently six specialist Ivrit teachers and four members
dedicated to Jewish informal education programming. Within the formal department, two subjects are taught:
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Jewish Studies
Ivrit
All students have three one-hour Jewish Studies lessons a week. In addition to this, they also study Ivrit two-one hour
lessons a week. Informal Jewish Education events complement the formal curriculum throughout the year.
JEWISH BACKGROUND OF STUDENTS
The outlook and practice of the School is Orthodox. Our students, however, reflect the whole religious spectrum of
Anglo-Jewry. Whilst some may be well-grounded in their Jewish knowledge and practice, others may have very little
knowledge or experience. Some of our students come to JFS after seven years in a Jewish Primary School; others
have no Jewish education at all. Many come from families who are totally committed to Judaism and to Israel; others
are unaware of Jewish observance.
JEWISH STUDIES
The Jewish Studies curriculum has been designed especially to cater for the needs of all students. The aim of the
curriculum is to make Judaism relevant to our students. Whilst the atmosphere of these lessons is very disciplined,
the methodology of teaching and teaching style is often informal.
The Year 7 Jewish Studies course is based around some of the books of Sefer Bereshit. Students are taught to
understand key lessons and issues within episodes from the Torah. These lessons are then analysed to discover how
they relate to the students’ lives.
In Year 8, students study the Life of Moshe and the book of Shemot. Through this, they tackle issues such as racism,
bullying, the challenge of assimilation, friendship and heroes.
The Year 9 Jewish Studies curriculum is based around The Ten Commandments. This course looks at the
Commandments in more detail highlighting Judaism’s view on certain contemporary issues and contrasting it with the
views of faiths.
In Years 10 and 11, students study for their Jewish Studies GCSE examination, which is taken by all students.
Topics educating students in Citizenship are taught alongside the curriculum.
TEXT CLASSES
Currently students in Years 7-13 have the opportunity to study Jewish texts in more depth as an alternative to the
“Regular” Jewish studies curriculum. These classes focus more on the original Jewish Texts and run concurrently
with the other Jewish studies lessons. Students opt into these classes. Enhanced Jewish Studies, a voluntary afterSchool text learning programme, is currently being offered to all students.
SIXTH FORM
In the Sixth Form, Jewish Studies remains compulsory, with all students having four lessons over the two-week
timetable. Classes are conducted in a more informal manner than in Years 7 – 11, mainly being discussion-based,
with no examinations or homework. However, there still remains the requirement for basic classroom discipline.
There are also a host of informal Jewish activities which students can involve themselves with (as described below),
as well as special themed study days, such as the “Pre-University Fair”, which deals with preparing students for issues
they will face on campus. In addition to the Sixth Form General Jewish Studies programme, students can opt to study
for a Religious Studies ‘A’ Level examination.
MODERN HEBREW (IVRIT)
All students in Years 7, 8 and 9 study Ivrit. Approximately 9% of students are entered for the GCSE Ivrit
examination early, i.e. at the end of Year 9 and then progress to study the A/S Level in Year 11. Many others follow
a preparatory programme of Ivrit, as a basis for studying for the GCSE examination at the ‘normal’ time, i.e. at the
start of Year 10.
INFORMAL JEWISH EDUCATION
At JFS, we believe that, as well as teaching about being Jewish, Judaism is something that must be experienced.
Our Informal Jewish Education department is known as ‘JiEP’, which stands for Jewish Informal Education
Programmes. Some Informal events are compulsory (e.g. programming during lesson-time or Assemblies) and some
are voluntary (e.g. clubs or Shabbatonim).
JiEP is responsible for:
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Clubs and Societies
Talks by Guest Speakers
Educational Seminars
Charity and Fundraising
Year 10 Visit to Budapest
Shabbatonim (weekends away)
Trips and Visits
Year 12 Holocaust Tour to Poland
Extra-Curricular Jewish Learning
Year 9 Israel Residential Scheme on Kibbutz Lavi
Events for Festivals
Daily Minyan (Morning and Afternoon Services)
Assembly Presentations
The Jewish nature of the School (display etc.)
Whilst a dedicated JiEP team exists to plan and run events, all Jewish Education colleagues play a part in the delivery
of Informal Jewish Education.
MINYAN
Tefillah at JFS is voluntary and we encourage students to attend. There is a voluntary Shacharit service every day at
7.45 am, which is attended by a number of students and staff. After this, breakfast is served. There is a voluntary
daily Morning Shiur for boys and girls. A Mincha service is held each Monday – Thursday in the Winter at 1.15 pm.
YEAR 9 ISRAEL RESIDENTIAL SCHEME
For over 30 years, JFS has run an Israel Residential Scheme for Year 9 students. This was originally based at Givat
Washington, then at Yemin Orde and now at Kibbutz Lavi.
Students who apply and are accepted onto the 9-week scheme study at the Lavi school. Their Jewish education is
complemented by extensive tiyullim around Israel. During their time in Israel, a love for the land of Israel is fostered
and students have a chance to live a religious lifestyle.
VISITS AND SHABBATONIM
JFS students have many opportunities to take part in extra-curricular Jewish Education visits. We run a programme
of residential Shabbatonim for all ages and Gateshead Shabbatonim for students from Year 10 to Sixth Form. Visits
within the UK exist to complement the formal curriculum. We also run visits abroad – in Year 10, students are able
to visit the city of Budapest, to learn about Jewry in Central Europe and, in Year 12, there is a visit to Poland, to study
more about Jewish life there and the Holocaust.
The Jewish Education department reflects the heart of the School.
It plays a vital role in giving the students at JFS a strengthened sense of identity
and commitment to Judaism and to Israel.
JOB DESCRIPTION
for
TEACHER OF MODERN HEBREW (IVRIT)
PURPOSE OF POST
To carry out the duties of a teacher, as set out in the most recent School Teachers’ Pay and Conditions
Documents (STPCD).
The postholder will aim to be an effective teacher who will:

implement and deliver an appropriately broad, balanced, relevant and differentiated curriculum for
students and support a designated curriculum area or areas, as appropriate;

monitor and support the overall progress and development of students;

facilitate and encourage a learning experience which provides students with the opportunity to achieve
their individual potential;

contribute to raising standards of student attainment;

share and support the School's responsibility to provide and monitor opportunities for personal and
academic growth.
LINE MANAGER
The postholder will be responsible to the relevant Subject Leader(s).
CORE RESPONSIBILITIES AND DUTIES
1.
Teaching
1.1
Teach students according to their educational needs.
1.2
Set and mark students’ work.
1.3
Assess, record and report on the attendance, progress and development of students and to keep such
records as are required.
1.4
Provide, or contribute to, oral and written assessments and reports and references relating to individual
students and groups of students.
1.5
Undertake a designated programme of teaching.
1.6
Ensure a high quality learning experience for students, which meets internal and external quality
standards.
1.7
Be responsible for the delivery and interpretation of schemes of work.
1.8
Prepare and update teaching materials for your classes.
1.9
Use a variety of delivery methods which will stimulate learning appropriate to student needs and
demands of the specification.
1.10
Maintain discipline, in accordance with the School's procedures, and encourage good practice with
regard to punctuality, behaviour, standards of work and homework.
1.11
Undertake assessment of students, as required by external examination bodies and by departmental and
School procedures.
1.12
Mark, grade and give written/verbal and diagnostic feedback as required.
1.13
Contribute to the School’s tutorial system, as appropriate.
2.
Operational / Strategic Planning
2.1
Assist in the development of appropriate specifications, resources, schemes of work, marking policies
and teaching strategies in the curriculum area and subject department.
2.2
Contribute to the curriculum area and subject department's improvement plan and its implementation.
2.3
Plan and prepare courses and lessons.
2.4
Contribute to the whole School's planning activities.
3.
Curriculum Provision and Development
3.1
Assist the Subject Leader to ensure that the curriculum area provides a range of teaching and learning
opportunities which complement the School's strategic objectives.
3.2
Contribute effectively to the subject department’s work on the preparation, development and evaluation
of courses of study, teaching materials, teaching programmes, methods of teaching and assessment.
4.
Continuing Professional Development (CPD)
4.1
Take part in the School’s CPD programme, by participating in arrangements for further training and
professional development.
4.2
Continue personal development in relevant areas, including subject knowledge and teaching methods.
4.3
Engage actively in the whole Performance Management process.
4.4
Ensure the effective/efficient deployment of classroom support (e.g. Teaching Assistants).
4.5
Work as a member of a designated team and to contribute positively to effective working relations
within the School.
5.
Management Information
5.1
Maintain appropriate records and to provide relevant accurate and up-to-date information, as required.
5.2
Complete the relevant documentation to assist in the tracking of students.
5.3
Track student progress and use information to inform teaching and learning.
6.
Communications
6.1
Communicate courteously and effectively with parents, students, colleagues and visitors, where
appropriate.
6.2
Follow agreed policies for communications in the School.
7.
Marketing and Liaison
7.1
Take part in marketing and liaison activities, e.g. Parents’ Open Evenings and liaison events with partner
schools.
7.2
Participate in meetings at the School which relate to the curriculum for the School or the administration
or organisation of the School, including pastoral arrangements.
8.
Management of Resources
8.1
Assist the Subject Leader, where appropriate, in order to identify resource needs and to contribute to the
efficient/effective use of physical resources.
8.2
Co-operate with other staff in order to ensure a sharing and effective usage of resources to the benefit of
the School, subject department and the students.
9.
Other Specific Duties
9.1
Play a full part in the life of the School community, to support its distinctive mission and ethos and to
encourage staff and students to follow this example.
9.2
Promote actively the School's corporate policies.
9.3
Comply with the School's Health and Safety policy and undertake risk assessments, as appropriate.
9.4
Supervise and, so far as practicable, teach students whose teacher is not available to teach them, where,
rarely, other arrangements could not reasonably be made.
9.5
Undertake any other duty as specified by the STPCD not mentioned in the above.
10.
Uphold and, where relevant, promote the Jewish ethos of the School
10.1
Part of the School’s mission statement states that “JFS is a Jewish comprehensive school, committed to
the development of thoughtful, tolerant, responsible and caring young citizens”. All teachers, together
with their line managers, are asked to respect the Jewish ethos of the School and to seek advice from,
and liaise with, appropriate colleagues, e.g. Deputy Headteacher (Jewish Dimension) over any matters
pertaining to this ethos.
11.
Other
11.1
The School is committed to safeguarding and promoting the welfare of children and young people and
expects all staff to share this commitment. The postholder’s responsibility for promoting and
safeguarding the welfare of children and young persons, for whom s/he is responsible or with whom s/he
comes into contact, will be to adhere to and ensure compliance with the School’s Child Protection Policy
Statement at all times. If, in the course of carrying out the duties of the post, the postholder becomes
aware of any actual or potential risk to the safety or welfare of children in the School, s/he must report
any concerns to the School’s Child Protection Officer.
11.2
The School will endeavour to make any necessary reasonable adjustments to the job and the working
environment to enable access to employment opportunities for disabled job applicants or continued
employment for any employee who develops a disabling condition.
11.3
Assume other duties which may be reasonably required or delegated by the Headteacher, from time to
time.
This job description will be reviewed regularly and may be subject to modification or amendment at any
time, after consultation with the postholder.
PERSON SPECIFICATION
for
TEACHER OF MODERN HEBREW (IVRIT)
CRITERIA
QUALIFICATIONS AND TRAINING
Degree or equivalent qualification
Have (or potential to have) Qualified Teacher Status
PROFESSIONAL KNOWLEDGE AND UNDERSTANDING
Understanding of child development, together with the ability to select appropriate
teaching methods, according to students’ differing needs
Demonstrates inclusive provision and practices which offer equality of access to the
curriculum
Demonstrates effective classroom management, organisation and display
Demonstrates effective planning, assessment and record-keeping
Interest in developing a variety of teaching and learning styles
Organisational skills required to plan and resource schemes of work and to ensure that
they are implemented
Organisational and interpersonal skills needed for good relationships with staff
ABILITIES AND SKILLS
Excellent standard of English
Excellent teaching skills
Ability to create a safe, supportive and stimulating learning environment for all
students
Ability to communicate easily, sensitively and effectively – both orally and in writing
– with a range of professionals and non-professionals, both within and outside the
School, including parents
Ability to encourage students to develop self-esteem and tolerance
Ability to form and maintain appropriate relationships with children
Demonstrable written and oral communication skills
Well-developed ICT skills
PERSONAL QUALITIES
Appropriate motivation to work with children
Commitment to equal opportunities and inclusion
Commitment to students’ well-being
Enthusiasm, energy, integrity and a positive outlook
Good rôle model
Impact and presence
Promote confidence in staff, students and parents
Resilience
Understanding of the importance of flexibility
Understanding of appropriate use of authority and of disciplinary procedures
Willingness to be involved in the School as a community
Willingness to keep learning
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L = Demonstration Lesson
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The School is committed to safeguarding and promoting the safety and welfare of children and young people and expects all staff to share this commitment. All
appointments will, therefore, be subject to Enhanced Level Criminal Records Bureau disclosures and other relevant pre-employment screening, including checks
with past employers. In addition to candidates’ ability to perform the duties of the post, the interview will explore issues relating to safeguarding and promoting the
welfare of children and young people. Candidates also should be aware that any relevant issues arising from their references will be taken up at interview.