Lower Primary Class Teacher

ABOUT US

At Huili School Hangzhou, we believe that every child has the right to a well-planned, joyful, and holistic education. A Huili Lower Primary education prepare our children for the opportunities, responsibilities, and experiences of later life and provides them with an introduction to the essential knowledge they need to become confident, independent, and inspired individuals. Key to our educational ethos is full commitment to the school, with staff, children and parents all playing their parts in creating and maintaining a truly unique and vibrant atmosphere. Our staff are committed to encouraging our children to embrace a wide range of experiences and to foster in them Huili Values and the Huili Identity. In furthering the delivery of an international education in a Chinese context, we have merged the Chinese Primary-School Curriculum with the UK National Curriculum to support our children.

As influential practitioners, we encompass many roles to multiple stakeholders. In responding to the unique individuals under our care, we combine theories of meaningful practice, tailoring them to address the specific needs of the individual child. Though this may differ from the educational experiences of our parents, we assure families that what we do is meaningful for their child. By articulating and linking our educational frameworks and planning to the needs of our children, we are able to constantly monitor and evaluate our practice for further modifications and reflection. At Huili School, we celebrate our position as a cultural junction, acknowledge and respect the cultural sensitivities of our setting. In embracing the full marriage of Eastern and Western cultures and educational beliefs, we seek to ensure that the essence of Wellington College runs indelibly through the DNA of our own cultural identity.

More details, please click here to check: Huili School Hangzhou 

JOB TITLE: Lower Primary Class Teacher

SUPERVISOR

• Year Group Lead
• Assistant Head of Lower Primary
• Head of Early Years and Lower Primary

OBJECTIVE

Huili School Hangzhou is looking for an experienced candidate to cover the position of Lower Primary Class Teacher. We are looking for candidates who understand collaboration and the importance of meaningful relationships as a means of striving for excellence in both their own professional development and for first class provision for all of our children. Successful candidates will have the energy, experience, and passion to help realise their own and our aspirations.

At Huili School Hangzhou our educators are recognized as role models within, between and beyond our school, building a strong sense of community, whilst being responsive to our children, families, and partners.

BASIC QUALIFICATION

EXPERIENCE

Education: Bachelor’s degree and relevant teaching qualifications and certificates

Major: Primary Education

Language: English / Chinese

Working Experience:

• At least two years’ experience in a primary school setting, with a proven pedagogy to a reflective and responsive learning environment.
• Experience working cross culturally an advantage.
• Familiarity with inquiry-based learning approaches.

Key Responsibilities:

• Contribute to a setting that is underpinned by an image of a strong and capable child.
• Demonstrate an interest and ability in using the Chinese Primary-School Curriculum and the UK National Curriculum.
• Build on the interests of children through listening and reflecting within a coteaching partnership.
• Use the Key Learning Objectives (KLOs) in the key subjects for planning, assessment, and moderation purposes.
• Use technology with children as a tool for learning, organising ideas and sharing with the wider community.
• Encourage children to develop a love of learning, of exploring ideas and of discovering the world about them.
• Use a range of assessment strategies and data to inform process and progress, which aids to planning, and reporting of student progress and to design appropriate intervention and support.
• Use a strength-based approach in assessment and reporting to encourage the highest levels of wellbeing and involvement.
• Document the experiences of all children by making learning visible through project documentation, reflective journals, transcribing pupil’s work, observations, and narratives.
• Report progress and areas where the pupil needs more support in their learning at Pupil Progress meetings and parent teacher conferences.
• Adhere to child-to-adult ratios throughout the day.