福利待遇

職位詳情

到崗時間： 2026-02-27

Chinese Language and Literature Teacher Job Description This Chinese Language (Mandarin), Chinese Reading Programme and Literature/Culture and Etiquette Teacher position requires the ability, expertise and training to teach Chinese (Mandarin) Language, Chinese Reading Programme and Literature and Culture and Etiquette learning across primary to middle school. Additional experience or training in high school and related areas of the Language acquisition and strong English Language skills will also be considered a plus. Knowledge and understanding: § Have a detailed knowledge and understanding of the subject of Chinese (Mandarin) Language, Chinese Reading Programme and Literature/Culture and Etiquette with experience in national or international curriculum (such as CNC, IPC, IMYC, PYP/MYP/IBDP; IGCSE, British NC or similar) § Able to guide and support student subject-related questions and facilitate inquiry-based learning in their specialist subject(s) § Knowledge and understanding for curriculum and assessment development in Chinese (Mandarin) Language, Chinese Reading Programme and Chinese (Mandarin) Language learning. Chinese teachers should, in accordance with the requirements of the 2011 Chinese curriculum standards, attach importance to cultivating students' extensive interest in reading, expand the range of reading, increase the amount of reading and improve reading taste. Planning and setting expectations: § Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and the students being taught § Set appropriate and demanding expectations for students’ learning and motivation § Set clear targets for students' learning, building on prior attainment and experiences § Identify and provide for students who have special educational needs (either in additional foundation learning support or for extending challenging learning opportunities) § Where applicable, implement and keep records on Individual Education Plans (IEPs) § Liaise with the Chinese (Mandarin) and Language learning team of teachers to determine the learning objectives of learning topics, themes and integrated interdisciplinary tasks § Additional tasks will include assisting in development of online resources, administration and Chinese (Mandarin) Language learning applications as well as interdisciplinary course development. § Should focus on students' reading ability and the development of the core Chinese accomplishment and ascend, combining with the characteristics of their own school, resources, design in line with the features of students' age, cognitive level, curriculum system. Teaching and managing student learning: § Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met, momentum and challenge are maintained, and best use is made of teaching time § Use teaching methods especially aligned with inquiry-based learning that keep students engaged, including stimulating students’ intellectual curiosity, effective questioning and response, clear presentation and good use of resources § Set high expectations for student behaviour, establishing and maintaining a good standard of discipline through well-focused and inspiring teaching and through positive and productive relationships § Promote positive behaviour patterns, encourage self-esteem, and improve independent working for students to assist their education and growth. § Encourage students read widely and absorb all aspects of knowledge. Reading courses should be designed to best meet the needs of students of different genders, ages, levels and personalities. Encourage students to study, read deeply and carefully, and even explore independently from a professional perspective. Assessment and evaluation: § Assessment for and of learning in how well learning objectives have been achieved and use this assessment for future learning development tasks and teaching § Mark, record and monitor student class and homework providing constructive oral and written feedback, setting appropriate targets for student progress § When applicable, understand the demands expected of students in relation to the national curriculum, international standards and alignment. Relations with parents and wider community: § Know how to prepare and present high quality informative and appropriate reports to parents § Recognize that learning takes place outside the school context and provide opportunities to develop student understanding by relating learning to relevant, authentic, real and context related examples § Understand and act upon building effective relationships with school agencies and partnerships beyond the school. Managing own performance and development: § NAS Guangzhou teachers understand the need to take responsibility for their own professional growth and development and to keep up to date with research and developments in pedagogy and in the courses they teach