Teacher of History in Birmingham

We are a vibrant and inclusive 11 to 18 school at the heart of our local community, committed to ensuring that every student achieves her full potential. Our motto, Bringing Girls Greater Success, reflects our unwavering belief that every young person deserves the highest quality education, exceptional opportunities and the support needed to thrive. Our summer 2026 results give us much to celebrate. Attainment 8 reached 51.16, its highest level in six years. Almost three quarters of students achieved grades 4 or above in both English and mathematics, and our Sixth Form students secured an average A level grade of C+. These outcomes reflect the ambition of our students and the skill and commitment of our staff. At BGGS, our staff are our greatest asset. We are committed to investing in professional development, nurturing talent and creating opportunities for colleagues at every stage of their career. We work collaboratively, celebrate success and support one another to ensure that both staff and students flourish. Our RESPECT values shape daily life: Resilience, Enterprise, Student leadership, Politeness and respect, Engagement in learning, Confident communication and Teamwork. We are proud to hold the UNICEF UK Rights Respecting Schools Silver Award and are working towards Gold. Students are encouraged to take part in clubs, leadership, enrichment and opportunities beyond the classroom. Strong partnerships are central to our success. We value the voices of students, staff, parents, governors and the wider community, and we benefit from a growing network of links with universities, employers and external organisations that enrich the experiences we can offer our students. Our Governing Body provides strong strategic leadership and brings a wealth of expertise across education, finance, safeguarding and community engagement. Governors work closely with school leaders to ensure that our vision and values remain at the heart of everything we do, providing both support and challenge as we strive to secure the very best outcomes for our students. If you share our passion for improving life chances and believe that every young person can succeed, we would be delighted to receive your application. We are looking for colleagues who are ambitious, dedicated and committed to making a difference in the lives of our students. I wish you every success with your application and look forward to hearing from you. Ms Pritpal Hyare,

• Be a safe place to learn, to enable our pupils to fulfil their potential and to develop a passion for learning.
• The school will encourage participation and encourage pupils to express their views.
• Provide a learning environment that fosters innovation, critical thinking, progressive learning, and self-reflection.
• Deliver a rich curriculum through outstanding teaching and learning to enable pupils to identify and attain their individual long-term goals.
• Offer an enrichment programme with extracurricular activities that enable our pupils to succeed and take up their place in a wider society and to become global citizens.
• Develop partnerships with business and other educational establishments to provide opportunities that will support pupils in determining their future.
• Offer a whole-school experience that encourages a love of learning to enable pupils to become ambassadors of the school.

• Respect: equality of opportunity for all; valuing diversity; integrity in our procedures and practices; engagement with our diverse communities.
• Collaboration: working together within the school and beyond to improve our pupils' outcomes. We will be a progressive, innovative school to which pupils and staff develop a strong attachment.
• Ambition: strive for excellence in everything we do.

Our RESPECT values ask students to be:

• Resilient
• Enterprising
• Student Leaders
• Polite and respectful
• Engaged in learning
• Confident communicators
• Team players

What you will get in return from our School

We invest in staff development through subject and whole-school CPD, coaching, mentoring and leadership pathways, including NPQs. Teachers can help shape the curriculum and wider school improvement, and contribute to enrichment and student leadership. Staff also have access to an Employee Assistance Programme.

BGGS pedagogy approach

We have an evidence-based approach, incorporating a set of common lesson features but not a one-size-fits-all lesson structure. Our nine school teaching principles are underpinned by Rosenshine's principles, with a focus on areas which would benefit from development. BGGS Teaching Principles:
Review prior learning
New material in small steps
Scaffolding
Modelling and guided practice
Independent practice
Model, relate, remind
Literacy and oracy
Adaptive teaching and provision for SEND
Questioning and checking all students' understanding

Our Excellence Every Day approach sets clear expectations for teaching, while giving departments scope to use the approaches that work best in their subjects. History teachers can bring enquiry, interpretation, source analysis and extended writing to life through their subject expertise. We support shared planning, purposeful assessment and adaptations that help all students participate and succeed. Teachers use assessment and knowledge of their students to adjust teaching, provide support and challenge, and check that learning is secure. Curriculum Arrangements

Our curriculum vision is Academic excellence and a desire for lifelong learning Inspirational teaching and outstanding learning. Enrichment opportunities building leadership, independence and resilience. Develop well‑rounded, confident and responsible citizens who make positive contributions to society We raise aspirations by constructing our curriculum which enhances the learning of our girls and enables pathways into employment. Our curriculum offers breadth and is increasingly challenging yet inclusive. We ensure that our most vulnerable children have outcomes in line with all other students and have educational pathways which are planned and co‑ordinated to maximise their life chances. We explore and embrace new technologies to refine and extend our learning. Our three‑year KS3 programme of study ensures that there is no narrowing of the curriculum. Students secure depth of knowledge and skills and are prepared for an inspirational and challenging KS4. Throughout the curriculum, our students will have regular opportunities for learning beyond the classroom through enriching learning experiences and extra‑curricular activities. Our inclusive curriculum is personalised to the needs of our students, and regardless of ability, each student is supported but also challenged in their learning. Assessment will be constructive and purposeful, implemented in a variety of ways in order to increase the value of feedback. Assessment will judge whether the learning has been mastered, to truly ensure that knowledge has been learned and knowledge is deepened in long term memory. Assessment will be undertaken through live conversations, questioning, low stakes testing, planned formal assessment and students will be taught how to judge their learning for themselves. Our courses in Years 7 to 11 comply with the requirements of the National Curriculum. The curriculum is reviewed each year. The timetable for the school is based on a two‑week cycle and comprises of a 25‑period week with five periods per day, each period lasts 60 minutes. Lessons can be either single or double periods (usually Sixth Form lessons and double periods). The Curriculum at Key Stage 3 Our three-year KS3 programme of study ensures that there is no narrowing of the curriculum. Students secure depth of knowledge and skills and are prepared for an inspirational and challenging KS4. Students are taught in five teaching groups per year in most subjects: one class of high prior attainers and four mixed ability classes, We encourage students in Year 12 to do the Extended Project. We believe this to be excellent preparation for any student aspiring to study at a university. This is also accredited with UCAS points. An additional part of KS5 curriculum is Enrichment. Some students participate in a rotation of a range of activities including sports, arts and design technology. Other students opt for a longer‑term project, for example Engineering, STEM or Debating. Sixth Form students are encouraged to do something to support the community, whether it be supporting the local community, volunteering in hospitals, working in local charity shops or mentoring within the school, for example as Mental Health Leads and Literacy leaders.

To promote the general progress, attainment and well‑being of individual students and of any class or group assigned to you, principally, but not exclusively, by teaching History and as a form tutor.

• Promoting the published aims, objectives and policies of the school.
• Demonstrating a commitment to the equal opportunities dimension of school life as it relates to the students' abilities and ethnic, linguistic and religious backgrounds.
• Planning and preparing work for students assigned to you according to the school, LEA and NC statements.
• Teaching, according to their educational needs, the students assigned to you, including the setting and marking of schoolwork and homework carried out by those students.
• Assessing, recording and reporting on the development, progress and attainment achieved by those students assigned to you.
• Communicating and consulting, in accordance with the schools' reporting policy, with the parents of the students for whom you have responsibility.
• Participating in any arrangements within the agreed framework for the appraisal of performance. Regularly reviewing methods of teaching and programmes of study to ensure the entitlement of students' work across the whole ability range.
• Identifying and assisting in the preparation of resources and materials to support the teaching of students for whom you are responsible and for those students who need learning support.
• Participating in arranging for your further training and professional development as a teacher.
• Carrying out a share of supervisory duties in accordance with published rotas.
• Actively promoting the inter‑relationship of the school and its community.

Departmental Specific Duties

• Collaboration in the development of appropriate syllabuses and schemes of work.
• Lead the administration of the department by taking responsibility for the organisation and management of a specific area as required.
• Monitoring the application of the National, Birmingham and school curriculum in collaboration with other colleagues.
• Preparing students for public examinations as required.

As a Form Tutor (When required to act as one)

• To keep an accurate and up to date register.
• To keep a general eye on the personal appearance and behaviour of your form. Insist on a reasonable standard.
• To check and initial homework diaries regularly.
• To supervise your group into and out of School Assembly.
• To monitor the progress of your Tutor Group. Alert the appropriate staff if students require attention, help or guidance from somebody other than yourself. When contacting parents or any other outside agency to do so through the specified KS Office or member of the Senior Management Team.

Line Management

• Responsibility for teaching and resource use through the Head of Department to Assistant Head.
• Responsibility for use and acquisition of material resources through the Head of Department.
• Responsibility for pastoral and tutorial matters responsible to the Head of Key Stage, the Deputy and the Headteacher.
• Taking responsibility for the supervision of persons providing support in your classroom.

School Ethos

• To play a full part in the life of the school community, to support its distinctive vision and ethos and to encourage and ensure staff and students to follow this example.
• Support the school in meeting its legal requirements.
• Promote actively the school's corporate policies.
• Comply with the school's health and safety policy and undertake risk assessments as appropriate. To be a leading professional in every way and provide a role model in terms of effectiveness and standards.
• Adhere to the BGGS Code of Conduct for Teachers.
• Has a passion for History and a commitment to excellent teaching.
• Has high expectations of students' achievement and behaviour.
• Is reflective and committed to their own professional growth.
• Works effectively as part of a team.
• Is committed to ensuring every student succeeds, regardless of background or starting point.
• Is confident teaching History across Key Stages 3, 4 and 5

The successful candidate will be fully committed to raising the achievements and expectations of students, curriculum innovation and deploying a wide range of teaching strategies to ensure that every student achieves their full potential and will have, In summer 2026, Attainment 8 was 51.16, the school's highest in six years. English and mathematics grades 4+ reached 74.4%, with 53.7% achieving grades 5+. EBacc entry was 80.2%. At A level the average grade was C+, while students progressed to a wide range of university courses and careers. Our disadvantaged students achieved an Attainment 8 score of 50.73 in 2026, close to the whole‑school figure. We are committed to high expectations and effective classroom adaptations for students with SEND and those learning English as an additional language.

Bordesley Green Girls' School and Sixth Form is an inclusive, multicultural comprehensive school in east Birmingham. We hold the UNICEF UK Rights Respecting Schools Silver Award and are working towards Gold. Students have a voice in school life and access to enrichment, leadership and community opportunities. Our school includes a specialist Hearing Resource Base. We serve a community with high levels of disadvantage and many students who speak English as an additional language. This context makes our academic outcomes and students' next steps especially meaningful; it also gives teachers rich opportunities to develop inclusive practice.

The Key Stage 3 Core curriculum

All students study English, Mathematics, Science, PE, RE and PSHE. In addition in Year 7 all students are taught Design Technology, Art, Computing, French, Geography, History, PE, RE, Drama, Music and one of Arabic, Spanish or Urdu, as their additional language. From Year 8 onwards, students study one language, selected from the two they take in Year 7.

The Curriculum at Key Stage 4

In Key Stage 4, all students study English, mathematics, science, PE, RE and PSHE. In our Key Stage 4 Core curriculum, all students study English, Mathematics, Science (Separate or Combined Science), PE, RE and PSHE. At Bordesley Green we encourage our students to study a diverse option and the full range of English Baccalaureate subjects: our EBacc entry rate is consistently over 85%. In our new KS4 model, in addition to the core curriculum all students will choose up to three option subjects:
One language (Arabic, French, Spanish or Urdu),
A humanities subject (either Geography or History) and
Any combination of further two subjects from Art, Business, Computer Science, Design Technology, Health and Social Care, Hospitality and Catering, Music and Sport studies.

The Curriculum in the Sixth Form

We currently offer a wide range of courses at Bordesley Green Girls' and are confident that students can choose combinations of courses on which they are most able to succeed. Students can enrol on 3 different pathways:

• Academic pathway programme of study over two years consisting of either:
• Three A-Levels (In some cases students will study 4 A Levels)
• Two A-Levels + one Alternative Academic Qualification (AAQ) or
• One A-Levels + two Alternative Academic Qualification (AAQ)

• Vocational programme of study over two years consisting of either BTEC Extended Diploma or T Level Level 2 BTEC study over one year alongside retaking GCSE Mathematics and English.

We continue to focus on excellent teaching and tailored support for every student. We have 12 deaf students from year 7-12. All students have a severe to profound hearing loss and the majority have cochlear implant processors. All students use radio aid systems in class to communicate with mainstream staff and use speech or a combination of speech and BSL (British Sign Language).

Experience

Experience of teaching KS3 to 4, Experience of teaching A Level History, Experience of teaching students in post‑16 education, Excellent teaching skills, The ability to both work within a team and manage own work responsibilities, Excellent written and verbal communication skills, plus the ability to chair meetings effectively, Excellent organisational skills, A good range of IT skills, Experience in the use of Virtual Learning, Qualified teacher status or equivalent evidence of educational qualifications, Flexible and adaptable attitude to working with students of all ages and abilities, Ability to work as a member of a team and independently, Ability to cope positively with change, A commitment to equality and opportunity in a modern, multi‑cultural society.

Governing Body

The Governing Body seeks an ambitious and enthusiastic Teacher of History to join us from January 2027, or sooner by agreement. We welcome experienced teachers and early career teachers who can bring the past alive, develop students' historical thinking and help them succeed at GCSE and A level. At Bordesley Green Girls' School and Sixth Form, we firmly believe that investing in staff is the most effective way to improve outcomes for students. Professional development is at the heart of our school improvement strategy and all colleagues benefit from a culture of coaching, collaboration and continuous learning. Whether you are at the beginning of your career or looking to take the next step towards middle or senior leadership, you will have access to a comprehensive programme of professional learning, including:

• Personalised development opportunities.
• High quality whole school and subject specific CPD.
• Leadership development programmes, including NPQs.
• Opportunities to contribute to curriculum development and wider school improvement initiatives.
• Support from experienced leaders and subject specialists.
• Opportunities to teach in a thriving Sixth Form setting.

Curriculum and Students

We would join a collaborative History team and have the opportunity to teach across Key Stages 3 to 5. Our broad curriculum gives students the chance to examine different societies and perspectives, build confident arguments and connect historical study with the world around them. Colleagues share resources and refine teaching together while retaining the freedom to bring their subject expertise into the classroom.

Key Stage 5

The 2026 A Level average points per entry was 34.51, equivalent to an average grade of C+.

Student Destinations

Our Sixth Form offers academic and vocational routes. Students' destinations include medicine, engineering, nursing, law, pharmacy, optometry and teaching. At Bordesley Green Girls' School and Sixth Form, students develop an understanding of their place in the world through the study of the past. Beginning with a broad chronological understanding of history, students explore key themes including ideas, conflict, persecution, society and power. Through this exploration, they develop an understanding of the motivations behind significant historical decisions and the consequences that followed. Our curriculum is broad, ambitious and knowledge‑rich, enabling students to become informed, reflective and active citizens. The History Department delivers a skills‑based curriculum from Key Stage 3 through to A Level, helping students to construct coherent, logical arguments grounded in historical enquiry. Through our Get Skilled Up for History strategy, key historical skills are introduced and developed progressively throughout Key Stage 3. This carefully sequenced approach enables students to move from foundational understanding to increasingly sophisticated historical thinking, whilst maintaining a strong emphasis on written communication, analytical thinking and examination technique. Through the study of history, students come to understand that historical interpretations are constructed and that the past can be explained and understood in different ways. They learn to evaluate evidence critically, challenge assumptions and appreciate diverse perspectives. We seek to develop empathy, curiosity and intellectual independence, equipping students with the knowledge and skills required to make informed judgements about the world around them. We have had many successes over the past year, particularly at A‑Level where we are highly ranked within FFT for our progress. We achieved 93% A – C this year with nearly 80% of students on or above track. Students at GCSE have historically also achieved very well, achieving a SPI of 0.35 in 2026. GCSE History is a hugely popular option choice for our students.

Support and Perks

• A genuinely supportive and collaborative staff culture where professional learning is valued.
• High‑quality coaching and CPD tailored to your career stage and aspirations.
• Access to NPQs and leadership development opportunities.
• A strong and stable leadership team committed to staff wellbeing and workload management.
• Opportunities to work with experienced colleagues and subject specialists.
• Engaged, respectful students who are keen to learn and succeed.
• The opportunity to make a real difference in a diverse and ambitious school community.
• Access to an Employee Assistance Programme, wellbeing support and a competitive pension scheme.

#J-18808-Ljbffr