WCIH Primary KS1/KS2 Class Teacher 27/28

WHY CHOOSE WELLINGTON? Professional Growth

• Tailored professional development pathways for all staff.
• Comprehensive CPD programs covering teaching methodologies, cultural awareness, and non-academic skills such as public speaking and finance.
• Three specialized leadership programs for middle, senior, and high-potential leaders.
• An internal coaching program designed to help you thrive. Exceptional Benefits
• Highly competitive salary package.
• Comprehensive medical insurance for employees and dependents. Life in Hangzhou
• A modern, forward-thinking city surrounded by natural beauty and rich culture.
• Home to the UNESCO World Heritage Site, West Lake.
• A thriving tech hub, hosting giants like Alibaba, with widespread cashless convenience.
• Just 45 minutes by high-speed train to Shanghai. JOB TITLE KS1/KS2 Class Teacher DEPARTMENT Academic LOCATION Hangzhou LINE MANAGEMENT Assistant Head of Primary OBJECTIVES Wellington College Education (China)‑Hangzhou is seeking an experienced KS1/KS2 Class Teacher who will deliver high‑quality teaching and learning for pupils across Key Stage 1 and Key Stage 2, uphold high expectations for all learners, build positive relationships with pupils, colleagues and parents, and actively engage in continuous professional practice to support pupil progress and wellbeing within the school community.

KEY RESPONSIBILITIES

• To have high expectations of all pupils based on relevant data.
• Have high expectations of children and a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
• Demonstrate the values, attributes and behaviour you expect from children.
• Be aware of the professional duties of teachers and the statutory framework within which they work.
• Be aware of the policies and practices of the school and share collective responsibility for their implementation.
• Communicate effectively with children, young people, colleagues, parents and careers.
• Recognise and respect that colleagues, parents and careers can contribute to the
• development and wellbeing of children and young people and to raising their levels of attainment.
• Have a commitment to collaboration and cooperative working with colleagues.
• Reflect on and improve their practice; take responsibility for identifying and meeting their professional development needs.
• Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
• Act upon advice and feedback and be open to coaching and mentoring. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING
• Know the assessment requirements and arrangements for the subjects/curriculum areas they are trained to teach.
• Be informed of a range of approaches to assessment, including the importance of formative assessment.
• To follow assessment guidance set out in the whole school assessment policy.
• Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.
• Know and understand the relevant statutory and non-statutory curricula frameworks, for your curriculum areas (all taught areas), and other relevant initiatives across the age and ability range for which you are trained to teach.
• Know how to use skills in literacy, numeracy and ICT to support your teaching and wider professional activities e.g. planning and assessment.
• Understand how children develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.
• Know how to make effective personalised provision for the children you teach including those for who English is an additional language.
• Know and understand the roles of colleagues with specific responsibilities, including those with responsibilities for learners with SEN and disabilities and other individual learning needs.
• Be aware of current legal requirements and policy concerning the wellbeing of children.
• Know how to identify and support children whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. PROFESSIONAL SKILLS
• Assess the learning of those you teach and set challenging learning objectives.
• Plan and teach lessons and sequences of lessons that are well organised, demonstrating secure subject knowledge relevant to curricula across the age and ability range for which you are trained.
• Use a range of teaching strategies and resources including e-learning.
• Provide opportunities for learners to develop their literacy, numeracy and ICT skills
• Provide homework to sustain learner’s progress and consolidate their learning.
• Make effective use of a range of assessment, monitoring and recording strategies.
• Provide daily, accurate and constructive feedback on learner’s attainment, progress and areas for development.
• Support and guide learners to reflect on their learning, identify progress they have made and identify their emerging learning needs.
• Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in and out of school contexts.
• Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.
• Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.
• Ensure colleagues (e.g. teaching assistants) working with you, are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
• Advising and cooperating with staff on the preparation and delivery of courses of study, teaching materials and programmes, methods of teaching and assessments and pastoral arrangements.
• Participating in arrangements for further training and professional development, including undertaking personal training and professional development identified through performance management.
• Safeguarding children’s H&S in school and on authorised school activities elsewhere. BASIC QUALIFICATION Education
• Bachelor’s degree and relevant teaching qualifications and certificates. Major
• Education‑related. Working Experience
• A minimum of 2 years working experience as primary class teacher. Language
• Fluent in English. EXPERTISE
• Have a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.
• Have secure curriculum knowledge to teach effectively across the relevant age and ability range.
• Understand assessment requirements, formative assessment and whole‑school assessment policy.
• Apply literacy, numeracy and ICT skills for teaching, planning and assessment.
• Understand child development and can deliver personalised learning, including support for EAL pupils.
• Plan well‑organised lessons, apply varied teaching strategies and e‑learning resources.
• Assess learning, set challenging objectives and provide constructive feedback to pupils.
• Create a safe, purposeful learning environment and manage pupil behaviour constructively.
• Collaborate with colleagues and teaching assistants to support pupil learning. PREFERRED APTITUDES
• Excellent communication skills.
• Open, proactive, patient and caring.
• Proficiency in Microsoft Office.
• Adaptable and flexible.
• Committed to continued professional development.