Teacher of Physics and Science
Jordanhill School
Jordanhill School
Full-time
2nd March 2026
Listed 1 week ago
Teacher of Physics and Science
Jordanhill School
Information for Applicants
www.jordanhill.gla
Job Title
1 FTE Permanent
Teacher of Physics and Science
Deadline for application: Monday 2 March 2026
Interview date:
TBC
Start date:
Monday 10 August 2026
Remuneration
Our teachers are paid on SNCT scales and are part of the SPPA pension scheme.
Welcome
Jordanhill School is an exciting place to work. We
are an all-through school educating children from
Primary 1 to Secondary 6 and we are renowned not
just for academic excellence, but for helping
children experience a rounded education involving
sports, music, drama and art. Underpinning our
work is a commitment to our vision, values and
aims.
We are the local comprehensive school. No fees
are paid and there is no selection on any grounds
other than residency. Almost all our pupils live
within the catchment area and there is a very
substantial waiting list for places.
Jordanhill has the highest levels of attainment and
the highest percentage of pupils progressing to
Higher Education amongst state schools in
Scotland. Our success is founded on placing our
pupils and staff at the heart of our work. We offer a
wonderful learning environment, excellent
resources and a commitment to help every child
achieve to the very best of their abilities.
Jordanhill School enjoys close links with neighbouring schools, both local authority and
independent, and the wider educational community.
This post offers an opportunity to become part of a highly successful science department and
contribute to the school’s reputation and success story. We look forward to receiving your
application.
John Anderson
Rector (Principal and Chief Executive)
Page | 2
Jordanhill School
Jordanhill School is situated in the West End of Glasgow. We are fortunate to be a combined
Primary and Secondary School with a total school roll of approximately 1050, aged from 4 to
18. Primary has 66 pupils per year P1 to P7; Secondary 99 pupils per year S1 to S4 and 195 in
S5/S6. Almost all pupils stay on to complete an S6 allowing us to offer an extensive
programme of Advanced Highers. We open our S6 experience to Glasgow City pupils and
regularly have around 30 pupils attending S6 from schools across the city.
Jordanhill School was founded in 1920 as part of the teacher training facility at Jordanhill
College and was managed by the College until 1 April 1988. From this date the school has
been managed by a Company, limited by guarantee and incorporated under the Companies
Act 1985, which bears the name Jordanhill School. The school is also a registered charity
(SCO 04463).
Jordanhill School is funded directly by a grant from the Scottish Government, under the
provisions of the Jordanhill School Grant Regulations 1988. Jordanhill is the only mainstream
Grant Aided school in Scotland. We are not part of a local authority which gives us significant
autonomy to tailor our teaching and policies to our own pupils and staff. We work closely with
Glasgow City Council with all staff entitled to participate in GCC CPD and other supports. We
work closely with neighbouring Primary and Secondary schools, both state and independent.
We are also member of SCIS which allows staff access to support, CPD and networking with
colleagues from the independent sector too.
Physics and Science
Jordanhill’s Science department is thriving and very successful. Pupil uptake and academic
performance has always been high in the sciences and the number of pupils progressing to
Advanced Higher has risen substantially. Staff in the science department are passionate
about their work with many involved in whole school leadership projects and many involved
with external organisations such as the SQA.
The Science department is located in the south campus buildings where most secondary
departments are based. The laboratories are modern and very well equipped with excellent
levels of equipment. All 10 laboratories have interactive whiteboards and the department
benefits from excellent support from our two science technicians.
There are 10 teachers in the department which includes our three subject specialist Principal
Teachers : PT Biology, PT Chemistry and PT Physics.
The courses currently offered are
P6-S2 Integrated Science
Biology, Chemistry and Physics each at National 5
and Level 5 Laboratory Science
S5-S6 Higher and Advanced Higher in Biology,
Chemistry and Physics
Atrium in the South Campus building
Page | 3
Pupils of all ages participate in a wide range of educational visits and in-school activities. We
have a thriving STEM programme involving contributions from departments across the school
and pupil work placements.
Recent developments in the department have focused on creating enhanced levels of
practical science that help pupils develop a deep understanding of scientific theory and how
it relates to the world. Primary Science lessons introduce pupils to fair testing and group
science investigations. These concepts are strengthened as pupils move through the
secondary curriculum where they are presented with further opportunities to carry out
individual and group science investigations. Ethical and moral issues are tackled through
topical science presentations, and science careers are introduced to pupils through learning
activities in S1 and S2.
Salary
Teachers at Jordanhill School are paid on the national scales (SNCT).
As of 1st April 2011, the School has not recognised the Chartered Teacher status of new
members of the teaching staff for salary purposes.
Find out more about Jordanhill School
Please visit our website to find out more about Jordanhill School:
www.jordanhill.glasgow.sch.uk
The Journal captures the life and work of the school and is published twice per year. The Art
department contributes extensively to the Journal with pupil work featuring prominently in
every edition. You can view copies of the Jordanhill Journal on our website here.
www.jordanhill.glasgow.sch.uk/journal/
Page | 4
Teacher of Physics and Science
About you
We seek an individual who loves inspiring
young people and is passionate about
Physics and Science. You will be determined
to work with us to make the Jordanhill
Physics and Science department the best it
can be. We are proud of our school but we
also recognise that we have much to learn and we are ambitious to grow. You will have drive,
energy, vision and commitment to develop our pupils to their fullest potential.
We seek an individual with the ability to inspire and motivate while adopting a well-grounded
approach.
We welcome applications from probationer teachers as well as more experienced teachers
looking for a new challenge.
Personal qualities
• Role model professionalism in all communications and interactions with others
• Communicate openly, honestly and with integrity and warmth
• Build rapport with others and work constructively with others
• Respond to and act positively on feedback
•
Invest in promoting a culture of high standards, ambition and solution-focussed
approaches
Invest in promoting and upholding the school’s vision, values and aims
•
Person Specification
The successful applicant will be expected to:
• Contribute to all areas of teaching and course development in Physics and Science.
• Demonstrate a keen interest in, and sound knowledge of the subject and enthusiasm
for engaging pupils.
• Engage in departmental and whole school development work especially in relation to
advancing courses and developing lessons which meet the needs of all pupils
• Show a profound interest in professional learning to enhance your pedagogy and enhance
the pupil experience.
• Act as Class Tutor – see First Level Pastoral Care below.
• Demonstrate a commitment to the wider life of the school through involvement in wider
achievement activities.
Page | 5
Duties and Responsibilities
Subject to the policies of the school, the post holder shall perform such tasks as the
Rector shall direct, having reasonable regard to overall workload related to the following:
• Teaching assigned classes together with associated preparation, marking and
feedback
• Developing the school curriculum
• Assessing, moderating, recording and reporting on the work of pupils
• Preparing pupils for examinations and assisting with their design and administration
• Providing advice and guidance to pupils on issues related to their education and
personal development
• Working in partnership with parents, support staff and other professionals to meet the
needs of children, young people and families in the learning community
• Assisting in the development of Personal Learning Plans/Pupil Support Plans to
promote positive outcomes for a diverse range of pupils
• Undertaking appropriate and agreed professional learning to continuously improve in
line with school priorities and the GTCS standards
• Maintaining and developing knowledge and skills and contributing to the professional
development of colleagues including probationary and student teachers
• Participating in issues relating to school planning, raising achievement and individual
review
• Promoting and safeguarding the health, welfare and safety of pupils including
supervising pupils in the grounds, dining/recreation areas or at school events
• Managing pupil behaviour and promoting positive relationships consistently and in an
informed manner
• Contributing towards good order and the wider needs of the school including
promoting our school vision, values and aims, and supervising pupils at collective
activities (Appendix 3).
Professional Learning
All teachers in permanent posts will have met the Standards for Registration (GTCS) and are
expected to perform to the standards exemplified therein. All teachers must meet the
requirements for Professional Update established by GTCS. Professional learning needs
will be assessed against the revised GTCS Standards and the development needs of the
school. As teachers progress through the salary scale, they will be expected to evaluate
their professional skills against the Standard for Career-Long Professional Learning (2021).
http://www.gtcs.org.uk/standards/standards.aspx
First Level Pastoral Care
All class teachers play an important role in the delivery of pastoral care to pupils. In
Secondary, almost all teachers have an enhanced role as a Student Tutor in years S1-S5.
Tutors work in a team managed by a Principal Teacher of Pastoral Care. The Principal
Teacher manages complex pastoral care issues. All newly appointed teachers are expected
to fulfil this role. Further information is provided in the Student
Tutor Job Description.
Page | 6
Selection Criteria for the Post of Teacher of Physics and Science
Selection
Criteria
Qualification
and
Registration
Essential-Acceptable levels for
effective job performance
• Full GTCS Registration *
• Required to join the PVG scheme for this
type of regulated work
Desirable-The attributes of the
ideal candidate
• Evidence of post graduate or
equivalent study
• Other relevant qualifications
Experience
• Experience in teaching using a range of
• Experience of teaching at
teaching strategies
• Experience of planning and delivering the
curriculum
• Experience of working with pupils with
additional support needs
different stages with evidence
of impact
• Experience of developing
assessment practices and
procedures in collaboration
with colleagues within and
outwith the establishment
• Experience of leading
Professional
Knowledge
and
Understandin
g
• A secure knowledge of the curricular
•
framework e.g. Curriculum for
Excellence/SQA
• Ability to plan coherent, progressive and
stimulating teaching programmes which
match children/young people needs and
abilities
• Knowledge of how current developments
can support effective teaching and learning
• Knowledge and understanding of literacy,
numeracy, health and wellbeing in the
context of the curriculum
• Awareness of current policy on inclusion
• A secure knowledge of SQA National
Qualifications and associated assessment
information
• Demonstrate an understanding of
assessment principles to enhance
teaching and learning.
• Sound understanding of the practices that
make great teaching and the techniques
pupils can use to become better learners.
innovative teaching and
learning approaches with
demonstrated impact
Involvement in developing
initiatives in line with the
curricular framework e.g.,
Curriculum for Excellence at
establishment, cluster or
authority level
• Commitment to research/
practitioner enquiry with
evidence of impact
• Advanced understanding of
pedagogical techniques and
their evidence base.
• Evidence of work with SQA,
Education Scotland or local
authority
Page | 7
Professional
Skills and
Abilities
• Ability to teach with enthusiasm to
motivate and inspire pupils
• Self awareness and critical reflection of
own strengths and areas to develop
• Effective written and oral communication
• Effective digital skills
• Effective classroom management and
organisational skills
• Ability to use a variety of media and
interact positively with children/young
people individually and collectively
• Ability to manage children/young people’s
behaviour fairly, sensitively and
consistently
• Ability to work co-operatively with other
staff and parents
• Experience of assessment, moderation
recording and reporting at school level
• Ability to respond sensitively and
appropriately to challenging situations
• Evidence of highly effective
strategies to support a wide
range of children/young
people’s needs
• Experience of working with
other professionals beyond the
school
• Experience of assessment,
moderation, recording and
reporting at cluster, local
authority or national level
• Experience of leading initiatives
to enhance own and/or others’
practice
• Evidence of ambitious work to
raise standards
Professional
Values and
Personal
Commitment
• Evidence of CLPL which has had a positive
impact on self
• Evidence of self-evaluation
• Willingness to actively develop the ethos of
the establishment
• Commitment to support the development
of children and young people to develop
their skills
• Demonstrate commitment to be ambitious
for self, colleagues and young people.
• Evidence of CLPL which has
had a positive impact on
colleagues
• Commitment to and
experience of out of class
activities/wider achievement
• Supporting positive and active
partnerships within the
community
Other
*Teachers currently on the induction scheme would be expected to attain Full Registration by the end
of June 2026.
Page | 8
Collective Activities
The teacher working week consists of several elements:
• Maximum class contact time (including any class cover)
• Personal preparation and correction
• Management time (where appropriate)
• Collective time (the balance of time remaining)
In utilising collective time, the school will seek to provide a minimum of direction and will
operate on the basis of trust, mutual support and the promotion of teacher professionalism.
We recognise that the contribution of many staff extends beyond their contractual
obligations and that we will continue to rely on that commitment to maintain the quality of
pupil experience.
Collective activities can be divided broadly into two sets:
Staff Focused: Curriculum,
Communications & Planning
Additional preparation and correction
Preparation of reports, records etc.
Meetings: staff, planning, department etc.
PRD and professional learning
Curriculum development
Parents’ meetings
Board and PTA activities
Trade union meetings
Pupil Focused: Out of School Hours
Learning (OSHL)
Supported study
Music
Sport
Extended trips
Additional supervised pupil
activities
e.g. clubs, dances…
Both sets of activities are prominent in the school calendar, which is constructed to ensure
an appropriate balance of demands during the year. Due to the nature of their posts, some
teachers make a large contribution to OSHL activities. Such specific contractual
requirements are addressed within their job descriptions.
The contribution of other teachers also forms part of their job description:
Contributing towards good order and the wider needs of the school including supervising
pupils at collective activities.
By sharing tasks, we ensure that no individual is overburdened and strengthen our common
sense of purpose.
Page | 9
Candidate Guidance: Completing the application form
Step 1: Complete an application form and ask your line manager to complete a reference. We
will review all applications and references.
We ask that you send a reference alongside your application for the closing date.
This reference should be completed by your current line manager/employer.
• Please write in any style that best suits your presentation, with use of bullet points or
narrative text as you feel appropriate. Normal text, not block capitals.
• When completing the text boxes, it is often helpful to offer a heading in bold above
each paragraph and to limit your examples to two or three of your best examples that
you feel illustrate your work. Make sure that your examples offer evidence of impact.
For example,
New S1 homework
I created a new departmental homework booklet for S1 science to improve understanding of
numeracy, graph skills and confidence with drawing conclusions.
As a result of this work, a review of the S1 end of topic test data across the departments
demonstrated an increase in the % of pupils scoring highly for questions examining these topics.
• A focused, concise response which emphasises impact will be preferred over one that
is either overdetailed or fails to properly prioritise information.
Step 2: Successful applicants will be invited for a school visit. This will involve a tour of
Jordanhill School, and a meeting with the Rector. This is an important part of the process for
you as it will help answer any questions you may have about the role. We hope that this will
energise you and encourage you for the next stage of the process.
Step 3: You will be invited to take part in a selection process which is likely to include an
interview and lesson.
Candidate Guidance: How to prepare for interview
• Be authentic and think about why you are the best person for the job and what you do
well.
• We are not interested in jargon, cliches and padding! We want to hear about your
knowledge, experiences, training, reflections and growth, and how you will apply this
to the role.
It is also important to show humility: what do you still have to find out? what support
and training will you need?
•
It is recognised that many applicants are unlikely to have experience of working in an all-
through context. In addition, for many applicants you may be at a very early stage in your
career. Such factors are therefore identified as desirable in the selection criteria. It is
however essential that you demonstrate an appreciation of these issues and the capacity to
deal with them in the future.
Page | 10
Right to Work in the UK
Should you be asked for interview you will be required to produce original ID to confirm your
Right to Work in the UK.
For further information about eligibility to work in the UK please visit the Government website
UK Visas and Immigration at: https://www.gov.uk/government/organisations/uk-visas-and-
immigration
Protection of Vulnerable Groups (PVG)
This post is considered Regulated Work with Children and/or Protected Adults in terms of the
Protection of Vulnerable Groups (Scotland) Act 2007. The post is covered by The
Rehabilitation of Offenders Act 1974 (Exclusions and Exceptions) (Scotland) Order 2003 (as
amended), and any unspent and certain spent convictions must be disclosed. For details of
which spent convictions must be disclosed see the Disclosure Scotland website:
https://www.mygov.scot/working-jobs/finding-a-job/disclosure/
The preferred candidate must obtain a satisfactory PVG scheme disclosure prior to a formal
offer of employment being made by Jordanhill School.
Page | 11
Page | 12