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Kindergarten Mandarin Coordinator

Harrow International School BeijingChaoyang District, Beijing, China

The Lower School includes Early Years (Pre-Nursery to Reception) and the Pre-Prep School (Y1-Y5). It encourages students to become independent learners; from taking a greater role in their own personal organization to increasing their ability for independent thought and responsibility for their own learning. Students entering Early Years’ experience a vibrant and lively learning environment. Concepts essential to forming a strong foundation in basic skills are explored on a daily basis and the integrated day is conducive to exploration, enquiry and interaction both in and outside the classroom. In the Pre-Prep School, students experience a more formal structure to the School day with discrete subject lessons, an increased number of specialist lessons and an extra-curricular programme. Throughout both phases there is a strong emphasis on Language and Learning and many of the students speak English as a second language. An ability to support Language learning would be a significant advantage.

The Lower School is comprised of our main campus at Hegezhuang and the city campus Infant School which is on a separate site at Anzhenxili.  The main campus at Hegezhuang admits pupils from Pre-Nursery (Age 2) through to Year 5 (Age 10). The Infant School admits pupils from Pre-Nursery (Age 2) through to Year 1 (Age 6). Pupils from the City Campus transfer to our main campus at Hegezhuang to join at Year 2.

We seek to employ teachers in the Lower School with the ability and commitment to enhance the life of an ‘all through School’, and to work effectively and collaboratively in a team dedicated to further establishing and developing the School. The Lower School team aims to deliver a stimulating and challenging curriculum and the most important part of the role is the classroom teaching and associated pastoral care of the students. In addition to this, the School’s emphasis on activities outside the classroom means that an effective and varied contribution to the extra-curricular programme is also required. There is an after school “Lions Club” for students in EY and Y1 and a wider Enrichment Activity programme for students in Y2-Y5.

Essential Requirements

Minimum 5 years’ experience in teaching native EY students in a bi-lingual setting or multi-lingual

Demonstrated experience in inspiring students in a stimulating learning environment

Demonstrated experience of using ICT to promote learning

Ability to analyze student data to support student achievement

Strong commitment to supporting all aspects of our programe, especially through participating actively in the extra-curricular activities and contributing to the life of the school community.

Bachelor’s degree in Early Years Education or equivalent.

Early Years teaching qualifications or equivalent.

Desirable Requirements

Show evidence of establishing clear goals and objectives for students which led to significant improvements in achievement across the subject.

Please download the attached job description for a full breakdown of the responsibilities and tasks associated with this role.

Familiarity with the Learning and Development Guide for Children aged 3 to 6, especially its language components.

Familiarity with EYFS and play based learning.

Previous teaching experience in local kindergartens.

Previous experience in an international school and familiarity with the British education system

Play based learning qualification or experience a plus

Please download the attached job description for a full breakdown of the responsibilities and tasks associated with this role.

Application Process

Please visit the Harrow Beijing careers portal to complete an online application.

Deadline for submission of applications by 27 May 2021, with sixth-round interviews taking place via Skype from the week commencing 31 May 2021.

Only those candidates who have been shortlisted will be responded to.

Harrow Beijing is committed to safeguarding and promoting the welfare of children and young people and expects all staff and those connected to the school to share this commitment.

Supporting documents

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