Lead Teacher Biology

THE FACULTY

As of September 2026, the Science Department will be responsible for the delivery of Biology, Chemistry, Physics, Psychology and Physical Education. There are currently twelve members of teaching staff involved in the delivery of these subjects. The Faculty is supported by the services of two technicians (one part-time) and is housed in seven well-equipped teaching laboratories as well as non-laboratory classrooms in the main building and the Sports Centre. All students are taught by science teachers according to their specialism. 1st and 2nd Form follow the Springboard Science specification. In 3rd Form students begin their GCSE course, following the AQA (9-1) specification and opt for a Combined Science or Separate Science pathway at the beginning of the 4th Form. At A Level, Biology and Chemistry follow OCR A while Physics, Psychology and Physical Education follow AQA.

ACCOUNTABLE TO

Faculty Head or nominated member of the Senior Leadership Team.

LINKS BEYOND THE FACULTY

Liaising with the Head of Curriculum Support about the academic needs of pupils. Liaising with the Librarian about suitable material to be purchased for the library, and ways of encouraging use by pupils. Keeping informed of changes in syllabuses, teaching materials and methods, and other issues affecting the teaching of the subject and bringing these to the attention of other colleagues as is appropriate. Contributing as necessary to the working groups which promote academic development within the school. Some departments will have particular needs, entailing additional duties, which will usually be discussed at the time of appointment to the post.

THE ROLE

The Oratory School are seeking an enthusiastic and skilled Lead Teacher of Science Biology to join our dynamic and supportive team, delivering high-quality teaching across all levels. Part-time hours may be considered for this role. The successful candidate will inspire curiosity and a passion for scientific understanding, fostering both academic achievement and critical thinking in students of all abilities. They will demonstrate strong subject knowledge across the sciences, alongside the capability to deliver engaging and effective Psychology lessons, contributing to a broad and balanced curriculum. This role offers an exciting opportunity to support students’ intellectual and personal development within a committed and forward-thinking educational environment. The ability to develop a strong rapport with pupils that promotes high academic standards and intellectual curiosity is paramount, together with the enthusiasm to encourage pupils to pursue the subject further at Sixth Form and beyond. You will also be expected to contribute actively to and represent the department at key school events, including Parents’ Evenings, Open Mornings, Year Assessment Days, Careers Evenings, and the Sixth Form Choices Evening, thereby supporting pupil recruitment and progression. In this role, you will have the opportunity to create a supportive and engaging learning environment for pupils of all abilities. You will also be expected to participate in school-wide initiatives and help promote the importance of Science education to parents and the wider community. Microsoft Teams is used to support teaching and learning, including the sharing of resources, revision materials and the setting of homework. The Department also enriches the curriculum through trips and events and other co-curricular opportunities that bring the subject to life. In any school, and particularly in a boarding school, the emphasis is on total education, and we provide a wealth of opportunities for our pupils. The School is therefore keen to appoint teachers who would wish to play an active role in the co-curricular programme. An interest in supporting activities such as sport, the arts, academic enrichment or the Combined Cadet Force would be an advantage.

LEAD TEACHER RESPONSIBILITIES

• Academic Leadership: General organisation of the subject in the school, including curriculum development, and development of schemes of work and resources. Being prominent in advising students and their parents on academic matters, including subject choices and university courses. Monitoring of weaker examination candidates. Together with the Head of Science, reviewing performance annually, and agreeing targets to be set for the next year. Reporting regularly to the Head of Science, as ‘line manager’, on matters affecting the department. Bringing to the attention of the Head of Science, and other senior staff when appropriate, any significant problems, whether involving staff or students, when support or intervention is likely to be needed, or where communication from parents is likely.
• Departmental Leadership: Together with the Head of Faculty, monitoring and supporting the teaching of Biology by members of the department. Assisting the Head of Faculty in the appraisal of colleagues, as required. Together with the Head of Faculty, monitoring the assessment of students in Biology by members of the department. Providing advice on the professional development of colleagues.
• Administration: Organising the setting and marking of internal examinations, and entrance tests to the school as required, and the provision of results. Supervision of Endorsed Practical arrangements, ensuring that criteria are fulfilled and deadlines are met. Ensuring the integration of appropriate ICT within departmental schemes of work. Advising on the choice of books and teaching materials and examination syllabuses.

KEY RESPONSIBILITIES

1. Teaching and Learning: The duties of a classroom teacher at The Oratory School include the following: To raise pupil attainment and ensure strong progress in your subject area. To plan and teach lessons, assess pupil progress and maintain accurate records. To set prep regularly, (in accordance with the School’s prep policy), which consolidates and extends learning and to encourage pupils to take responsibility for their own learning. To make a significant contribution to curriculum planning, and the development of resources, schemes of work and policies, to ensure teaching drives learning and progress. To use a variety of teaching strategies tailored to pupil needs and programme demands. To work with SEND and support staff in order to benefit from their specialist knowledge. To continuously develop teaching practice through training in order to improve the quality of teaching and learning in the Department. To ensure high quality learning experiences that meet standards. To use positive management of behaviour in an environment of mutual respect, which allows pupils to feel safe and secure, and promotes their self-esteem.
2. Professional Standards & Development: To be a role-model to pupils through personal presentation and professional conduct. To arrive in class before the start of the lesson, and to begin and end the lesson on time. To cooperate with the employer on all matters concerning Health and Safety and specifically to take reasonable care of their own Health and Safety and that of any other person who may be affected by their acts or omissions at work. To be familiar with the school and department handbooks and support all the school’s policies. To establish effective working relationships with professional colleagues and associate staff. To strive for personal and professional development through active involvement in the school’s induction programme, staff development, and performance management procedures. To seek continually an improvement in professional practice, to include attendance at departmental meetings, and participating in appropriate INSET, whether organised in school or externally. To liaise effectively with parents/guardians. To undertake any reasonable task as directed by the Line Manager. To consider the needs of all pupils within lessons (and to implement specialist advice) especially those who have SEND; are more able; are not yet fluent in English. To uphold the ethos of the school, including its emphasis on pastoral care for individual pupils.
3. Pupil Progress and Pastoral Contribution: Teachers also contribute to the pastoral life of the School by: Monitoring the progress and wellbeing of pupils within their subject. Working collaboratively with Form Tutors, Heads of School and the Curriculum Support team. Attending parents’ meetings and supporting communication with families. Supporting behaviour expectations in line with School policy. Acting as a Form Tutor where required.
4. Wider Contribution to School Life: Teachers are expected to: Contribute actively to co-curricular and enrichment opportunities. Participate in whole-school events such as Open Days and Options Evenings. Support subject-related trips and educational visits. Undertake supervisory duties in accordance with duty rotas. Attend meetings as required.

General

This job description outlines the main responsibilities of the role. It is not exhaustive. The postholder may be required to undertake other reasonable duties commensurate with the seniority of the role and the needs of the School.

SALARY

Dependent on qualifications and experience. The school has its own attractive salary scale.

BENEFITS

• Sports Centre membership with free access to the gym, squash courts, lane swimming and golf course.
• A meal while on duty during term time.
• Contributory pension scheme.
• Free parking.

SAFEGUARDING AND COMPLIANCE

The School is committed to safeguarding and promoting the welfare of children and young people. The following duties will be deemed to be included in the duties which you may be required to perform: Uphold and implement the School’s safeguarding policies and procedures. Promote a culture of vigilance and pupil welfare. Report any safeguarding concerns promptly in line with School procedures.

LEGAL STATEMENTS

The Oratory Schools Association Registered Charity No 309112 is committed to safeguarding and promoting the welfare of children, and applicants must be willing to undergo checks with past employers, online and the Disclosure and Barring Service. This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exception Order 1975, 213, 2020.