Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Experience with or interest in co-teaching in a flexible learning environment.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role Specific Responsibilities:

• Co-planning, co-teaching, co-assessing, and co-reflecting in a homeroom learning community with a language-additive lens
• Developing and modeling content and language-integrated lessons that include language targets, language scaffolds, and language strategies in core curriculum
• Use of WIDA ELD Standards Framework with Common Core standards to monitor language development and develop instructional next steps for multilingual learners

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching credential in ELL/EAL preferred
• Extensive experience working with elementary-aged multilingual learners of English and professional knowledge of additive language acquisition and language curriculum development
• Bilingual or multilingual candidates preferred
• Experience with WIDA ELD Standards Framework, collaborative teaching, and tiered systems of support including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Training and experience with science of reading-aligned early literacy approaches
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Mandatory attendance of school orientation, chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").

XCL World Academy is seeking to appoint a Secondary Years English Language & Literature Teacher. This is a full time contract position commencing from 1st August 2025.

Preference will be given to teachers who have relevant subject-specific IB MYP and DP experience, as well as a clear track record of superior teaching in international school settings.

Main Responsibilities

• Teachers should be willing to contribute positively to the collaborative culture of the department and broader SY Team.
• Demonstrates to professional ethics, international mindedness and the school’s mission.
• Adheres cooperatively to XCL policies and regulations, including duties, deadlines, programme requirements (IB).
• Seeks clarification in case of lack of clarity to fully meet all expectations of the role and sets and maintains high standards of professionalism.
• Contributes to the development of curriculum and assessment documentations.
• Show exemplary attendance to work eg. recognizes the importance and provides support for XCL extended school day activities.

Person Specifications

• Undergraduate degree from a recognized university or college
• Teaching experience and professional certification specific to applied position.
• Minimum of two years’ experience as a class teacher, preferably in an international K-12 school.
• Preferred minimum 2 years of relevant IB programme experience.
• Possess skills and attitudes aligned to the purpose, mission and vision of XCL World Academy.
• Need clear eagerness, resilience and understanding to engage and collaborate in the development of a highly aspirational school.
• Have demonstrated commitment and education and learning beyond the classroom.
• Be flexible and willing to take on new challenges.
• Salary commensurate with experience (International School) and according to the school's teaching scale.
• This is a full time 2 years contract position, renewal will be offered based on performances and class allocations.

Application:

Qualified candidates are welcome to apply by 4 January 2025.

About us

XCL World Academy is an international school in Singapore for students aged 2 to 18, fully committed to the academic, emotional and social development of its students. We are immensely proud to be the first and only international school in Singapore authorized to offer all four International Baccalaureate (IB) programmes.

We aspire to recruit employees that share and understand our commitment to empowering an international community of happy learners who aspire to positively impact others. We are committed to safeguarding and promoting the welfare of children and young people. All appointments are subject to Safer Recruitment processes such as interviews, employment reference checks, identity and criminal record checks.

Japanese Language Teacher

This is a position for individuals who have passion in teaching, love working with young children and believing in developing children to achieve competencies for future success.

Job Description

• Refine classroom management strategies, and strategies to observe and document children’s learning
• Engage children meaningfully through the customisation of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute in fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

Requirements

• Possess relevant Early Childhood Education Certification
• Native/Fluent in Japanese
• Able to plan and conduct lessons
• Effective communication and Teamwork
• Open-mindedness
• Candidate must possess at least a Diploma, Advanced/Higher/Graduate Diploma, Bachelor's Degree, Post Graduate Diploma, Professional Degree, Master's Degree, Education/Teaching/Training or equivalent.
• Full-Time and Part-time position(s) available.

Japanese Language Teacher

This is a position for individuals who have passion in teaching, love working with young children and believing in developing children to achieve competencies for future success.

Job Description

• Refine classroom management strategies, and strategies to observe and document children’s learning
• Engage children meaningfully through the customisation of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute in fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

Requirements

• Possess relevant Early Childhood Education Certification
• Native/Fluent in Japanese
• Able to plan and conduct lessons
• Effective communication and Teamwork
• Open-mindedness
• Candidate must possess at least a Diploma, Advanced/Higher/Graduate Diploma, Bachelor's Degree, Post Graduate Diploma, Professional Degree, Master's Degree, Education/Teaching/Training or equivalent.
• Full-Time and Part-time position(s) available.

We are looking for individuals with a passion in providing Speech-Language Therapy but are not able to commit to a full time job. Candidates must be able to commit to a minimum of 8 teaching hours per week, and respond at short notice to cover classes at the different DAS learning centres. They must be able to commit to this arrangement for a minimum of two years

The work of a Speech-Language Therapist – Flexi Scheme may involve:

• Administering Speech-Language Assessments to identifying speech, language and communication difficulties in clients for an age range of 5 years to 18 years.
• Providing therapy to a diverse group of clients including children with speech and language disorder, social communication difficulties, dyslexia, autism, ADHD, dyspraxia and oral motor issues.
• Working with clients on a one-to-one basis and in groups to deliver therapy. Opportunity to work in school setting.
• Planning, delivering and monitoring treatment programmes.
• Recording outcome measures to evaluate intervention.
• Using assistive technology to stimulate interest in therapy sessions.
• Liaising closely with parents, caregivers and/or educators and providing regular updates for them.
• Writing and maintaining confidential client case notes and reports, as well as information for clients' carers and other professionals.
• Providing information for statistical reporting and/or funding requests.
• Opportunity to plan and deliver training sessions for parents and the public.
• Being responsible for maintaining Continuing Professional Development and registration with the Allied Health Professions Council (AHPC).

Requirements

• A Bachelor or Master degree in Speech-Language Pathology that is recognised by the Allied Health Professions Council (AHPC), Singapore. Please click for the List of Recognised Qualifications in Speech Therapy.
• At least 2 years in active clinical/professional practice experience
• High standard of report writing
• An understanding of a variety of assessments and treatment programmes
• Interpersonal skills & communication skills (written, spoken)
• Ability to work well in a team
• Positive learning attitude and pleasant disposition
• Dependable and responsible

Working Hours

Flexi SLTs are expected to conduct their classes on weekday afternoon and evenings up to 9 pm, and on Saturdays or Sundays during MOE school terms. They are expected to teach a minimum of eight (8) hours a week.

Salary & Benefits

Successful candidates will be paid on hourly rate (negotiable) depending on relevant qualifications and teaching experience. These rates are for teaching hours only, and hours for lesson preparation, lesson observations and training are part of teaching and are not remunerated separately.

Other benefits include medical coverage for outpatient treatment by general practitioners (GP) and specialists and hospitalization, pro-rated leave entitlement for sick leave, hospitalisation leave, maternity and childcare leave (subject to meeting prevailing eligibility criteria).

Application Details

All interested applicants are to submit the following as part of their application

1. DAS Employment Application Form, duly completed (form can be downloaded from the Careers page of our website - https://das.org.sg/careers-at-das/positions-available/)
2. Resume

Email the above submissions to [email protected].

Only complete applications (with the above 2 items) will be considered.

Due to the high volume of applications, only shortlisted candidates will be contacted for the next stage of the selection process. If you do not hear from us within two weeks of the application closing date, unfortunately, your application has not been successful. We appreciate your interest in the position.

Only shortlisted candidates will be contacted.

Responsibilities:

• Meeting the routine needs of the children

• Planning, preparing and carrying out activities with the children to encourage exploration and discovery

• Supervising the children to ensure their safety and well-being

• Observing and assessing each child’s development and learning

• Communicating and engaging with parents regularly

• Creating a positive, secure and stimulating environment for the children

Responsibilities

• Teach and conduct professional Culinary courses

• Supervise and execute the day to day operations of Academy's kitchens

• Maintain the cleanliness of classrooms and bakery thus providing a positive learning environment

• Part of the team in preparing curriculum and lesson plan for professional courses

• Prepare assessment and examination for the students

• Ensure student evaluations and grading SOPs are executed accurately and as scheduled

• To be proactive in keeping food costs within the allocated budget and seek improvements to reduce food wastes

• Participation in student discipline, monitoring and reporting

• Provide counselling and guidance when students may require

• To be a role model to students and colleagues and uphold At-Sunrice GlobalChef Academy standards (grooming, punctuality, honesty and integrity)

• Any other special projects or special events as assigned by the management

Qualifications, Skills and Experience

• Diploma/Degree Holder in Culinary

• WSQ Advanced Certificate in Training and Assessment (ACTA) is required

• 5 years industry experience in Hotels or Restaurants

• Relevant experience in area of specialization (E.g. Western, Asian)

• Competence in delivering education in English

• Creative and able to develop recipes

• Positive attitude and results oriented

• Good sense of humour and play

• Won medals in international Culinary / Pastry & Bakery competitions will be an advantage

• Competent in the use of Microsoft Office System, primarily MS Word and MS PowerPoint

Job Overview

Pastry & Bakery Chef Instructor will provide training & instruction to all levels of students and deliver the programme content in accordance with Edutrust Criteria, and Internal SOPs, Policies and Processes and thereby meeting the required quality standards set by the Academy from time to time and championing student success.

Make recommendations on improvements to the delivery of courses, content, knowledge and skills as part of the continuous improvement to achieve excellence and improve our competitive advantage. Follow the relevant SOP’s and required Governance before implementation of recommendations.

Provide support and coaching to students where required to ensure their success and avoid any deferment of withdrawal. Make referrals to Student Services where students show signs of needing support.

Responsibilities & Major Activities

• Preparation for lessons in advance to deliver the required curriculum
• Provide high quality experiential education to students to achieve high level of student satisfaction as determined by the Academy
• Ensure students are successful and complete their course as per course requirements.
• Maintains academic standards of delivery in teaching and assessment and complies with Edutrust Criteria and internal SOPs policies and processes. (Refer Instructors TLA Handbook)
• Preparation and attendance at meetings and line-up
• Ensure student evaluations and grading SOPs are executed accurately and as scheduled.
• Ensure that safety procedures in the kitchen are adhered to by the students.
• Promote and instill high standards of food safety, hygiene and cleanliness in the working environment.
• Lead and encourage students to participate in pastry or bakery competitions.
• To be a role model to students and colleagues and uphold At-Sunrice GlobalChef Academy standards (grooming, punctuality, honesty and integrity).
• To be proactive in keeping food costs within the allocated budget and seek improvements to reduce food wastes.
• Provide EasyChef Lab and License businesses with faculty support when required
• Support in other business areas as required by the Academy from time to time
• Ad hoc assignments from management
• Cultivation and maintenance of Industry Relationships

Qualifications

• Preferably Degree in Culinary Arts / Pastry & Bakery or equivalent qualifications
• Advanced Certificate in Training and Assessment (ACTA) is required
• English is required.

Responsibilities:

• Ensure well-being of children at the centre especially safety and hygiene
• Prepare and organise teaching activities according to lesson plans
• Create a safe and fun environment for the children to learn and play
• Maintain and liaise closely with parents on children's development
• Conduct observation and assessment on children's learning progress

Requirements:

• DECCE or its equivalent
• L2 Certificate from ECDA
• Basic computer skills

Benefits:

• Annual Leaves, Birthday Leave etc.
• Bonuses and Incentives
• Sponsorship for training and teaching qualification
• Sign-on Bonus of up to 1 month* (terms and conditions apply)

We regret that only shortlisted candidates will be notified.

MISSION

The main mission of the primary teacher is to educate the young people entrusted to him/her, to contribute to their education and to provide them with training with a view to their social and professional integration.

RESPONSIBILITIES

• Teaching all the subjects of primary (mathematics, science, arts etc ...) in English and/or the English Language
• Designing and implementing learning or teaching situations based on French programs and standards
• Convey subject knowledge
• Designing and implementing assessment methods of student’s learnings, in liaison with other teachers or professional partners
• Ensuring students acquire skills including capacities, attitudes and procedural knowledge
• Leading the class and foster students’ interest and participation
• Provide personalized monitoring of students by working closely with their family and participate in their educational project
• Contributing to teamwork
• Contributing to the operation of the school and its growth (involvement in projects and events, etc...)
• Adapting his/her teaching to the diversity of students by providing each of them with the necessary support, and measure their achievements
• Using information and communication technologies to support learnings
• Exercise of specific functions (coordination, projects, co-teaching, and so on)

SKILLS,ABILITY AND REQUIRED QUALIFICATION

• Teaching degree holder (Master’s, PGCE, PGDE, CRPE)
• Teaching experience in Kindergarten and elementary education required
• Preferably with experience abroad or in international schools
• Knowledge of the French education system is a plus
• Organizational and interpersonal skills
• Responsiveness and availability
• Adaptability and benevolence
• Very good writing and speaking skills
• Strong teamwork skills and committed to making projects successful
• Mastery of digital tools
• Ability to design, implement and lead teaching and learning situations suited to a wide variety of students
• Ability to adapt Francophone and non –Francophone students
• Able to work in a transversal and multidisciplinary way
• Good French mastery would be an advantage in supporting French-speaking students and families

WORKING CONDITIONS

• Full time (27 hours/week) and part-time positions
• Remuneration will be based on company salary scale
• Starting date: End of August 2025

For local contracts only *Former IFS employees can only apply 3 years after they have left IFS *

If you are interested, please apply directly at IFS career portal https://www.ifs.edu.sg/careers/

UWCSEA East campus has a vacancy for August 2025 for a Head of Middle School English (ages 11-14). The successful candidate must have tertiary qualifications in Education and English Language and/or Literature and significant experience teaching English to 11-14 year olds.

The Middle School Head of English, in collaboration with the Middle School Vice Principal (Academic), the Director of Teaching and Learning, and Middle School Principal leads the teaching and learning of English for all Middle School students. They lead their team of teachers in creating a positive learning environment based on the UWCSEA’s Values including honesty, integrity, respect, and responsibility. The Head of Department fosters a sense of community within the Middle School through active leadership and interactions with students, parents, teachers, and the wider community.

Key aspects of this role include fostering collaboration both within the English department and across other departments to promote interdisciplinary, holistic learning; leading Concept-Based Teaching and Learning (CBTL) planning aligned with the UWCSEA written curriculum; building a culture of inclusion and belonging for all students including students with diverse language and learning backgrounds; leveraging data-informed decision-making to enhance teaching and learning; and embracing innovative technologies to support teaching and learning, curriculum planning, and improve time efficiency.

Main Responsibilities

Effective Leadership – Leading across all five areas of the learning programme

• Put student learning at the forefront of all decisions and planning.
• Develop and communicate a clear shared vision for the department, aligned with the College and MS goals, translating it into practical and achievable plans.
• Ensure that the learning programme in the department aligns with the UWCSEA mission, the UWCSEA Learning Principles, the UWCSEA Profile, and the strategic goals of the school, campus, and College.
• Lead the department in utilising data tools and analysis to inform teaching and learning practices, supporting actionable inferences from assessment and other data.
• Facilitate the integration of current technologies, including AI, to improve teaching practices and operational efficiency.
• Promote interdisciplinary learning opportunities by collaborating with other departments.
• Ensure all students can access and be appropriately challenged by the learning programme.
• Ensure planning processes align with the UWCSEA Concept-Based Written Curriculum, including developing, using, and keeping up-to-date College YAAG (Year at a Glance) and College Unit Planners.
• Collaboratively align departmental goals and practices to support and advance the Middle School Leadership Team (MLT) strategic plans.
• Ensure pedagogy aligns with our learning principles, supports diversity and inclusion, and reflects holistic learning goals in the Guiding Statements.

Professional Development – Supporting the professional development of staff they lead

• Identify and utilise the full potential of staff in the department by being alert to professional development needs.
• Mentor staff within the Professional Learning Programme (PLP) and coach where appropriate to optimise effectiveness.
• Organise and/or lead informal and formal professional development opportunities for the department, focusing on inquiry, inclusive assessment practices, UDL (Universal Design for Learning), MTSS (Multi-Tiered Systems of Support) models, and effective team teaching/co-planning methodologies.
• Support teachers in implementing the UWCSEA Concept-Based Curriculum, integrating holistic and inclusive assessment approaches.

Collaboration – working collaboratively within teams

• Inspire and motivate staff and foster an environment where creativity and collaboration flourish.
• Foster meaningful collaboration within the department (both in the Middle School and K-12) and across departments in the MS to support interdisciplinary and inclusive learning environment.
• Involve team members in decisions and delegate interesting and challenging tasks.
• Intentionally build a culture of inclusion and belonging by supporting diverse student needs, including neurodiversity, EAL learners, and cultural differences.
• Establish clear meeting structures with focused agendas to drive department goals efficiently.
• Facilitate moderation and standardisation practices in alignment with the Assessment & Feedback Policy and the UWCSEA Concept-Based Curriculum.
• Model self-awareness and critical reflection while supporting team members' autonomy, competence, and connectedness.

Communication – communicates effectively within and beyond their team

• Relate well to individuals and deal sensitively with potentially difficult situations with colleagues, students, and parents, having effective sensitive and/or difficult conversations as needed.
• Facilitates meetings effectively and ensures opportunities for informal communication within the department.
• Communicate clearly and articulately in both spoken and written forms with students, colleagues, parents, and the wider community.
• Share data insights and updates with the team, ensuring transparency and collective understanding.
• Communicate assessment, feedback, access and challenge principles, and curriculum planning processes effectively to staff, students, and parents.
• Effectively manage resources and systems, including recruitment, procurement, and collaboration with cross-school sectors.

Teachers Generic Responsibilities

• Contribute positively to the collaborative culture of the English department and broader Middle School teams.
• Construct learning experiences that challenge students, support the diversity of learners in each classroom, and demonstrate a strong commitment to concept-based teaching and learning.
• Utilise the UWCSEA Learning Principles as a foundation for effective teaching and learning.
• Ensure assessments support ongoing learning and provide timely, relevant, and appropriate feedback to students on formative and summative assessments, in line with the Assessment & Feedback Policy.
• Demonstrate effective classroom management that shows an understanding of the academic, social, and emotional dimensions of learning.
• Keep parents informed about their children’s learning and proactively communicate with them.
• Ensure all students can access and be challenged appropriately by the curriculum, as outlined in the Access and Challenge Policy.
• Develop and implement planning processes consistent with the UWCSEA Concept-Based Curriculum Planning structures, including the use of YAAGs and Unit Planners.

Expectations and Standards

• Follow the UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Lead in line with UWCSEA Leadership Standards
• Teach in line with the UWCSEA Teacher Standards
• Align departmental practices with the UWCSEA Assessment & Feedback Policy and the UWCSEA Access and Challenge Policy

Person Specifications

• A relevant degree in English, a professional teaching qualification or certification from an accredited institution, and leadership training are essential.
• 3 ­- 5 years teaching experience, teaching English to middle school aged students (4-­14 year olds) preferably in international schools.
• Experience and knowledge integrating UDL principles, inclusive assessment practices, and literacy development through MTSS models.
• Experience and knowledge with conceptual and inquiry-based teaching and learning and associated planning processes.
• Knowledge of data-informed decision-making processes and tools to collect, analyse, and respond to data.
• Knowledge of developments in pedagogy and educational practice.
• Up to date technology practices a desire to embrace new tools, including AI, to support teaching and learning.
• Strong interpersonal skills and a collaborative leadership style that fosters a positive team atmosphere within the department.
• Proven skills in leading pedagogical practices and instructional supervision.
• Cultural sensitivity and a commitment to fostering diversity, equity, inclusion, and belonging with a diverse team.
• Strong organisational, self-management, and problem-solving skills.
• The ability to engage with students and engender enthusiasm for learning.

Applications

The UWC Mission is to make education a force to unite people, nations and culture for peace and a sustainable future. We are committed to creating a community in which all members feel safe and secure, and know that their authentic selves and individual differences are accepted with respect and care. At UWCSEA, we acknowledge that diversity, equity, inclusion and justice (DEIJ) is an ongoing and evolving process and strive to create and sustain a sense of belonging for all members of our community, past, present and future. All qualified applicants, including those who identify as a part of marginalized group(s) and individuals with (dis)abilities are all encouraged to apply. Our school is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices and all appointments are subject to interview, satisfactory references, identity and criminal record checks.

MISSION

The main mission of the primary teacher is to educate the young people entrusted to him/her, to contribute to their education and to provide them with training with a view to their social and professional integration.

RESPONSIBILITIES

• Teaching all the subjects of primary (mathematics, science, arts etc ...) in English and/or the English Language
• Designing and implementing learning or teaching situations based on French programs and standards
• Convey subject knowledge
• Designing and implementing assessment methods of student’s learnings, in liaison with other teachers or professional partners
• Ensuring students acquire skills including capacities, attitudes and procedural knowledge
• Leading the class and foster students’ interest and participation
• Provide personalized monitoring of students by working closely with their family and participate in their educational project
• Contributing to teamwork
• Contributing to the operation of the school and its growth (involvement in projects and events, etc...)
• Adapting his/her teaching to the diversity of students by providing each of them with the necessary support, and measure their achievements
• Using information and communication technologies to support learnings
• Exercise of specific functions (coordination, projects, co-teaching, and so on)

SKILLS,ABILITY AND REQUIRED QUALIFICATION

• Teaching degree holder (Master’s, PGCE, PGDE, CRPE)
• Teaching experience in Kindergarten and elementary education required
• Preferably with experience abroad or in international schools
• Knowledge of the French education system is a plus
• Organizational and interpersonal skills
• Responsiveness and availability
• Adaptability and benevolence
• Very good writing and speaking skills
• Strong teamwork skills and committed to making projects successful
• Mastery of digital tools
• Ability to design, implement and lead teaching and learning situations suited to a wide variety of students
• Ability to adapt Francophone and non –Francophone students
• Able to work in a transversal and multidisciplinary way
• Good French mastery would be an advantage in supporting French-speaking students and families

WORKING CONDITIONS

• Full time (27 hours/week) and part-time positions
• Remuneration will be based on company salary scale
• Starting date: End of August 2025

For local contracts only *Former IFS employees can only apply 3 years after they have left IFS *

If you are interested, please apply directly at IFS career portal https://www.ifs.edu.sg/careers/

Here are the requirements to be a Pilates Instructor with Just Jym:

· Pilates certification approved by a relevant organization

· Conduct both Group Pilates Matwork classes

· Complete a 25-hour training program

· Be able to create new program classes and build a sense of community among our Just Jym for member’s fitness goals

· Be able to motivate clients during classes and provide the best Pilates Matwork experience

· Interpersonal skills: Building relationships, learning students' names, and fostering a sense of community

· Great personality and attitude: They should be energetic, enthusiastic, and motivating, creating a positive and welcoming atmosphere

· Strong communication skills: Clearly explaining exercises, providing feedback, and encouraging students

· Up to date: CPR+AED Certification

By embodying these qualities, a group class instructor can create an engaging, supportive, and effective learning environment, reflecting positively and encouraging members/ guests to return.

Are you ready to spark a love for the Chinese language in young learners and inspire their growth through creative teaching?

Join our team as a Preschool Chinese Language Curriculum Developer & Teacher, where you’ll create engaging learning experiences that ignite curiosity and foster a love for the language in preschoolers.

Job Details

• Working Hours: Monday to Friday: 10:00 AM to 7:00 PM
  Saturday & Sunday: 8:30 AM to 6:45 PM
• Off Days: Any 2 days from Monday to Friday (determined by the Head of Department through a planned roster).
• Location: United Square, Singapore

What You’ll Do

• Design and deliver engaging Chinese language curricula tailored to preschool learners’ developmental needs.
• Conduct interactive lessons that immerse children in a fun and supportive Chinese language environment.
• Continuously assess and adapt teaching approaches based on children's progress and feedback.
• Collaborate with fellow educators to ensure cohesive and effective delivery of educational goals.
• Build positive relationships with parents, providing regular updates on their child’s language development journey.

What We’re Looking For

• Education:Diploma in Preschool Teaching (DPT) or Diploma in Early Childhood Education (Chinese), accredited by ECDA.
• Experience:At least 2 years of experience in curriculum development or teaching preschool-aged children.
• Skills:Proficiency in Mandarin, essential for delivering lessons and engaging preschoolers in a Chinese language learning environment.
  Creativity in curriculum development and lesson delivery.
  Strong classroom management and communication skills to engage preschool learners and their families.

Why Join Us?

• Be part of a well-established language enrichment centre with over 30 years of excellence in nurturing young learners.
• Work in a dynamic and supportive environment located in a bustling educational hub.
• Shape the language learning journey of preschoolers and leave a lasting impact on their development.

About First Konnection

This recruitment is managed by First Konnection – The Authorized Education Recruitment Specialist for this Role.

What You Can Expect:

• Streamlined Process: Let us handle the logistics while you focus on showcasing your expertise.
• Direct Communication: Receive timely updates and clear guidance throughout the application process.
• Personalized Advice: Leverage our insights to present your strengths and secure the role.

Application Details

Ready to make a difference in early childhood education?

Apply now and take the first step towards an enriching teaching career!

EA Registration No.: R23111820 (Ben Chang)
EA Licence No.: 22C1307 (First Konnection Pte. Ltd.)

Join us today and play a vital role in shaping young minds!

Founded in 2012, ByteDance's mission is to inspire creativity and enrich life. With a suite of more than a dozen products, including TikTok, Helo, and Resso, as well as platforms specific to the China market, including Toutiao, Douyin, and Xigua, ByteDance has made it easier and more fun for people to connect with, consume, and create content.

Why Join Us

Creation is the core of ByteDance's purpose. Our products are built to help imaginations thrive. This is doubly true of the teams that make our innovations possible.

Together, we inspire creativity and enrich life - a mission we aim towards achieving every day.

To us, every challenge, no matter how ambiguous, is an opportunity; to learn, to innovate, and to grow as one team. Status quo? Never. Courage? Always.

At ByteDance, we create together and grow together. That's how we drive impact - for ourselves, our company, and the users we serve.

Join us.

About the Team

AML is ByteDance's machine learning platform, serving as the middle platform for machine learning. It provides training and inference systems for recommendation, advertising, computer vision (CV), speech, and natural language processing (NLP) for businesses such as Douyin, Toutiao, and Xigua Video. AML offers powerful machine learning computing resources to internal business departments, conducting research on algorithms that are both universal and innovative in addressing issues in these businesses. Additionally, through the Volcano Engine, AML provides core capabilities of some machine learning and recommendation systems to external enterprise clients. Moreover, AML engages in cutting-edge research in fields like AI for Science and scientific computing.

Volcano Ark is a large language model (LLM) service platform launched by Volcano Engine, offering comprehensive functionalities and services such as model training, inference, evaluation, and fine-tuning, with a focus on supporting the LLM ecosystem. Volcano Ark, through a stable and reliable security and mutual trust solution, ensures the security of models provided by model providers and the information security of model users. It accelerates the penetration of large model capabilities into various industries, contributing to the commercial growth of model providers and users.

Responsibilities:

- Contribute to the advancement of next-generation artificial intelligence technologies, including large models, multimodal capabilities, text comprehension, generation algorithms, and reinforcement learning within the context of Volcano Ark.

- Focus on and drive the practical application of relevant technologies in business scenarios, including but not limited to knowledge base question-answering, voice assistants, Text2Code, summarization and instruction extraction, role-playing, intelligent content creation, etc.

- Conduct in-depth tracking and research on cutting-edge technologies in large models and related areas, including but not limited to NLP (Natural Language Processing), CV (Computer Vision), multimodal capabilities, and embodied intelligence.

Qualifications

Minimum Qualifications

- Bachelor's degree or above in Computer Science, Engineering or equivalent is preferred, with 1+ years of experience building scalable system;

- Excellent coding skills, a solid foundation in data structures and algorithms, and familiarity with deep learning frameworks such as PyTorch.

- Experience in the fields of natural language processing, computer vision, video understanding, reinforcement learning, etc., is preferred.

Preferred Qualifications

- In the large model field, preference will be given to those who have led impactful projects or published influential papers. Priority will be given to those with experience in pre-trained models and downstream applications in NLP, CV, video, etc.

- Preference will be given to candidates with publications in top-tier conferences (NeurIPS, ICML, ICLR, CVPR, ICCV, ACL, KDD, etc.), relevant internship experience, or ACM competition winners.

ByteDance is committed to creating an inclusive space where employees are valued for their skills, experiences, and unique perspectives. Our platform connects people from across the globe and so does our workplace. At ByteDance, our mission is to inspire creativity and enrich life. To achieve that goal, we are committed to celebrating our diverse voices and to creating an environment that reflects the many communities we reach. We are passionate about this and hope you are too.

Position Objectives

The Preparatory Course for Secondary (PCS) is an initiative at Stamford for non-native English speakers entering into Grades 6&7 (Ages 11-14); The curriculum is developed by the PCS Curriculum Committee and based on the MYP Criteria. The PCS is offered in 20-week sessions and intends to provide an intensive, immersive, academic English language experience for students. Teachers will be expected to teach targeted English acquisition skills (Grammar, Listening, Reading, Writing, and Speaking).

To engage a diverse student population in the target curriculum standards, recognizing and supporting their individual assets, identities, and needs

To support students’ holistic development through a targeted pedagogical and social-emotional approach

To support the Stamford community through communications and responsibilities with a range of stakeholders

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Supporting Student Learning as a Teacher

• Design and teach classes within PCS, incorporating the target standards and the approaches for English language acquisition skills (Grammar, Listening, Reading, Writing, and Speaking) as well as teach the core content subjects of English Language Acquisition.
• Plan inclusive learning opportunities, designing structured and standards-based lessons and units which include a series of clear steps and transitions, activate prior knowledge, and include appropriate scaffolds and extensions to help each student to achieve challenging learning standards
• Create and facilitate learning opportunities which help to ensure that each student develops a sense of agency and makes personal connections with the curriculum
• Use a broad variety of instructional and assessment techniques to support and inspire learning for each student, including the use of learning technologies
• Implement effective assessment practices through collaborative planning and moderation
• Analyze and apply learnings from student data, such as MAP scores, external assessment data, and classroom assessment data, and collaboration with colleagues
• Providing clear, timely, actionable, and constructive feedback to students throughout the learning process
• Produce academic data, including reports and/or comments, in alignment with the Assessment and Reporting timeline
• Support multilingual learners utilizing research-based methods
• Liaise with the PCS Principal and teaching colleagues to ensure the individual curricula are of a high standard and appropriate for PCS
• Empower students to be responsible and to take action, developing independent learning skills and effective decision-making
• Establish and maintain inclusive learning environments which promote learning and a sense of belonging for each student
• Ensure that learning environments and professional workspaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders to effectively serve and support the learning and holistic development of each student, using school processes and platforms to do so as appropriate
• Contribute actively to department collaborative work, including aligned design and planning for shared courses
• Adhere to agreed meeting norms and essential agreements at all times, including showing respect, being prepared, and honoring time
• Ensure the thorough documentation of curricula units and other planning on the digital platform/s and within the timelines communicated by the PCS Principal

Supporting Student Holistic Development as an Advisor

• Serve daily as a pastoral advisor, which involves responsibility for the holistic academic and social-emotional well-being of the advisory students
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with the PCS Dean of Students to adapt the Advisory curriculum to meet the needs of the advisory students
• Deliver an impactful advisory curriculum that addresses both the academic and the well-being needs of students and is in alignment with the school's scope and sequence, the CASEL framework, and advisory expectations
• Serve as the primary point of communication for students, parents, and guardians regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents PCS Principal, PCS Dean of Students, and Curriculum Lead
• Produce required documentation, such as log entries, trimester reports, wellbeing platforms, and goal setting, and contribute to documentation systems
• Liaise with various stakeholders within the division to promote student success both academically and personally

Actively Supporting the Stamford Community

• Ensure that students are safe and secure at all times, and abide by the child safeguarding expectations of the school
• Develop trusting and effective positive relationships with students and their parents/guardians
• Establish and sustain supportive, collaborative, and positive working relationships with all other members of staff
• Communicate professionally with all community members
• Honor the school’s DEI statement and commitment to hold ourselves and each other accountable for creating a community of belonging for all
• Be culturally and linguistically responsive and proactive with all community members
• Serve as a positive representative of Stamford across the whole school and a representative of the school within the wider community and at any off-site school events, such as conferences, tournaments, etc.
• Be flexible and open-minded in seeking solutions to challenges for students, parents, colleagues, and the school
• Understand and implement the expectations and policies established by Cognita and Stamford
• Support and enforce community expectations for students both within and outside of the classroom
• Be consistent in follow-through on expectations and agreed actions at the team, department, divisional, and schoolwide levels
• Participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Attend and actively participate in on-island or overseas Field Studies trips, providing support and guidance to students during these experiences
• Attend to supervision duties at break/lunch and/or other unstructured times in designated locations and times
• Lead an After School Activity, and/or coach Athletics at least once a week either during or after school
• Participate in required Stamford and Cognita training sessions
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Strong Academic Qualifications in EAL, ELL, ESOL, ESL or Language Acquisition
• At least 12 years of teaching experience in upper primary or secondary school level
• At least 3 years of relevant program (IBMYP/IBDP/AP/BTEC) experience preferred
• Highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent references on request
• Proficiency in using school systems and databases, communications platforms, and educational technology

Candidate preferences

• Capacity to demonstrate a commitment to the “intensive” nature of the PCS
• Experience with a personalized learning approach
• Curriculum development experience preferred
• Experience in International School environment/s
• Multilingual candidates preferred (English-Fluent): Mandarin, Korean, or Japanese

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Professional current teacher licensure or certification is required
• Master’s degree in a relevant field preferred
• TESOL qualifications or the equivalent

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents, Guardians and Students
• PTA (Parent Teacher Association)

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings beyond these hours
• Professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Non-student days for professional learning and collaborative work are an expected part of the school calendar (please refer to the website to see the school calendar)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from the date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

• Company Benefits & Incentives
• Career Progression Opportunities
• Attractive Salary Package
• Working Hours: 5 Days
• Work Location - Islandwide (Choose A Centre Near You)

Job Requirements:

• Diploma in Early Childhood Care & Education (DECCE)
• Advanced Diploma in Kindergarten Education – Teaching (ADKET)
• Childcare Teacher - L1 / L2 (LON - EDCA)

Job Descriptions:

• Responsible for planning and implementing programs for young children
• Hold regular parent-teacher meetings to address children’s progress, issues, concerns, or parent complaints (if any)
• Observe, assess and document children's performance, behavior, social development, and physical health
• Identify behavioral problems and develop appropriate strategies to address them
• Use various learning methods such as stories, games and drawings to intellectually stimulate children and their learning experiences
• Attend staff meetings, conferences, and workshop.

TTee Xin Li Reg | No: R24121619
The Supreme Hr Advisory Pte Ltd | EA No: 14C7279

Company Benefits & Incentives
Career Progression Opportunities
Attractive Salary Package
Working Day: 5-day work week (44 hours)
Work Location: West: Bukit Timah / Holland V | NORTH: Yio Chu Kang | NORTHEAST: Sengkang | CENTRAL: Clark Quay / Farrer Park etc.
Job Requirement:

• Diploma/Degree in Early Childhood Care & Education
• L1 / L2 LON Certified by ECDA

Job Responsibilities :

• Plan and deliver English Language or Chinese language composition writing and English Language or Chinese language lessons in accordance with the Company's guidelines and framework to achieve desired learning outcomes.
• Mark students' scripts in accordance with the Company's guidelines and rubrics
  Ensure marked scripts are returned in a timely manner.
• Maintain accurate records of students' progress and cater to students' educational needs in a timely manner.
• Be actively involved in the planning and preparation of curriculum and innovation of teaching methodology.
• To provide timely feedback to parents and address their concerns appropriately.

Interested candidate may contact me and send your resume via Email: [email protected]#SCR-jean-tan
PLEASE INCLUDE [notice period, last drawn salary and expected salary] in your resume.
PS: No Charges will be incurred by Candidates for any service rendered.

Tan Tze Ying (Jean) | Reg No. R24121620
The Supreme HR Advisory Pte Ltd | EA No. 14C7279

THK Therapy Service Division (TS) provides occupational, physiotherapy and speech language therapy services to THKMC programs and other community organizations. TS adopts a holistic client and family-centered care approach by working with transdisciplinary or multidisciplinary professional teams, families, and other community partners. Through individual and group therapy sessions, TS addresses the various needs of clients ranging from pediatric to geriatric

• Our Senior/Speech Language Therapist is directly involved in the provision of therapy services related to speech, language, swallowing/feeding, fluency and voice for the pediatric and/or adult populations.
• All our therapists are responsible for the assessment, intervention provision, and management of caseload given.

Qualifications

• Bachelor’s degree in Speech and Language Therapy recognized by Allied Health Professions Council (AHPC) Singapore, or have passed the Qualifying Examinations recognized by AHPC.

Other Information

• Possess good communication, interpersonal skills, positive attitude, team player, hard-working and proactive
• High Proficiency in English Language
• Strong desire to maintain high professional standards for quality service and professionalism
• Fresh graduates with the relevant qualifications are welcome to apply.

Job Highlights:

- Career Progression & Company Sponsorship for EC Courses

- Friendly & Positive Work Environment

- Attractive Benefits

EARLY YEARS EDUCATOR

We are looking for an Educator who is responsive to the needs of young children. You are adept at creating a quality learning environment through the implementation of developmentally appropriate curriculum and programmes through the observation and assessment of the children's needs and developmental milestones.

In addition, you will play a key role in carrying out the Centre's initiatives and support its collaborative efforts with the community.

Responsibilities:

- Implement developmentally appropriate teaching, learning and caregiving activities aligned to the relevant curricula frameworks

- Implement classroom management strategies

- Collaborate with families and caregivers to enhance Centre’s programmes and services

- Implement outreach activities to promote Centre programmes and services

- Provide routine caregiving practices in accordance with standards and procedures

- Participate in professional development and service quality improvement activities

Requirements:

- Possess minimum ACEY / EY2

- Excellent communication skills to engage and communicate with children, parents and peers

Locations:

• Blk 612 Choa Chu Kang Street

Working Hours:

- Rotating shifts

- 5.0 work week

- 42 working hours per week

- 1 hour lunch break

- Centre operates from 7am to 7pm

Salary:

$2600 & above (salary will be remunerated according to experience and education)

Assistive Technology Hub is looking for a Speech & Language Therapist to join their team.

Responsibilities:

The Speech and Language Therapist , AT Hub assesses clients for their functional needs and challenges in the areas of speech and communication and plans Assistive Technology interventions that includes trial ,training and recommendation of suitable AT/AAC solutions to clients in need ;training and supporting teachers, caregivers, and parents in the intervention strategies, and processes. The individual may work in collaborative and transdisciplinary teams. The job scope also entails managing risk and service quality, assisting senior colleagues in projects, specialised clinics, research work, performing departmental administration and operational tasks and participating in continuing education. The individual should possess effective communication, and problem-solving skills.

• Clinical
• Education, Training and Development
• Administration

Requirements :

· A relevant Undergraduate or Postgraduate degree in Speech and Language Pathology / Therapy recognized by the Allied Health Professions Council, Singapore with Full Registration, and keen to develop competencies for self and professional development in the areas of AT/AAC .

· At least two years’ experience with clients with multiple disabilities, providing AT solutions.

· An Assistive Technology Professional Certificate / Trainings in the field of AT/AAC will be an added advantage.

Please note that only shortlisted applicants will be notified on the outcome of the job application.

Shifts (Saturday and Sunday):

• AM 9.00 a.m. to 6.30 p.m.

Job scope:

• To teach nursery/ kindergarten/ primary school Chinese Language.
• Adhere to SOW and lesson plans and make amendments when required.
• May participate in curriculum development to enhance student learning.
• Onjob training will be provided.

Requirements:

• Able to commit for one academic year (1 year).
• Passionate in Chinese Language teaching and enjoys interacting with children.
• Patient, pays attention to details and is organised in lesson preparation.
• Familiar with local PSLE syallabus.

We look forward to talking to you. APPLY today!

Founded in 2012, ByteDance's mission is to inspire creativity and enrich life. With a suite of more than a dozen products, including TikTok, Helo, and Resso, as well as platforms specific to the China market, including Toutiao, Douyin, and Xigua, ByteDance has made it easier and more fun for people to connect with, consume, and create content.

Why Join Us

Creation is the core of ByteDance's purpose. Our products are built to help imaginations thrive. This is doubly true of the teams that make our innovations possible.

Together, we inspire creativity and enrich life - a mission we aim towards achieving every day.

To us, every challenge, no matter how ambiguous, is an opportunity; to learn, to innovate, and to grow as one team. Status quo? Never. Courage? Always.

At ByteDance, we create together and grow together. That's how we drive impact - for ourselves, our company, and the users we serve.

Join us.

About the Team

AML is ByteDance's machine learning platform, serving as the middle platform for machine learning. It provides training and inference systems for recommendation, advertising, computer vision (CV), speech, and natural language processing (NLP) for businesses such as Douyin, Toutiao, and Xigua Video. AML offers powerful machine learning computing resources to internal business departments, conducting research on algorithms that are both universal and innovative in addressing issues in these businesses. Additionally, through the Volcano Engine, AML provides core capabilities of some machine learning and recommendation systems to external enterprise clients. Moreover, AML engages in cutting-edge research in fields like AI for Science and scientific computing.

Volcano Ark is a large language model (LLM) service platform launched by Volcano Engine, offering comprehensive functionalities and services such as model training, inference, evaluation, and fine-tuning, with a focus on supporting the LLM ecosystem. Volcano Ark, through a stable and reliable security and mutual trust solution, ensures the security of models provided by model providers and the information security of model users. It accelerates the penetration of large model capabilities into various industries, contributing to the commercial growth of model providers and users.

Responsibilities:

- Contribute to the advancement of next-generation artificial intelligence technologies, including large models, multimodal capabilities, text comprehension, generation algorithms, and reinforcement learning within the context of Volcano Ark.

- Focus on and drive the practical application of relevant technologies in business scenarios, including but not limited to knowledge base question-answering, voice assistants, Text2Code, summarization and instruction extraction, role-playing, intelligent content creation, etc.

- Conduct in-depth tracking and research on cutting-edge technologies in large models and related areas, including but not limited to NLP (Natural Language Processing), CV (Computer Vision), multimodal capabilities, and embodied intelligence.

Qualifications

Minimum Qualifications

- Bachelor's degree or above in Computer Science, Engineering or equivalent is preferred, with 3+ years of experience building scalable system;

- Excellent coding skills, a solid foundation in data structures and algorithms, and familiarity with deep learning frameworks such as PyTorch.

- Experience in the fields of natural language processing, computer vision, video understanding, reinforcement learning, etc., is preferred.

Preferred Qualifications

- In the large model field, preference will be given to those who have led impactful projects or published influential papers. Priority will be given to those with experience in pre-trained models and downstream applications in NLP, CV, video, etc.

- Preference will be given to candidates with publications in top-tier conferences (NeurIPS, ICML, ICLR, CVPR, ICCV, ACL, KDD, etc.), relevant internship experience, or ACM competition winners.

ByteDance is committed to creating an inclusive space where employees are valued for their skills, experiences, and unique perspectives. Our platform connects people from across the globe and so does our workplace. At ByteDance, our mission is to inspire creativity and enrich life. To achieve that goal, we are committed to celebrating our diverse voices and to creating an environment that reflects the many communities we reach. We are passionate about this and hope you are too.

Responsibilites

• Conducting Chinese Language Enrichment for Primary / Secondary Levels
• Plan & develop Chinese Curriculum for Primary / Secondary Levels
• Prepare age-appropriate teaching aids and implement the programs in class
• Keep accurate records of children’s progress
• Communicate regularly with parents

Requirements

• Bachelor's Degree / Diploma in Early Childhood / Preschool Teaching / Chinese Studies or equivalent.
• Comfortable to work in weekdays evenings, weekends and Public Holidays.

We regret only shortlisted candidates will be contacted. All applications will be handled confidentially. By submitting your application, you agree to the collection, use, retention, and disclosure of your personal information to prospective employers.

EA License No: 20C0270

EA Personnel No: R22110981

EA Personnel Name: Law Mei Fong

Job Title: Preschool Teacher (Chinese-language) at Outram

职称： 学前教育老师 （中文）欧南园一带

Key Roles （角色）:

· Enjoys the challenge of engaging young learners in various learning experiences. 让幼儿参与各种学习体验。

· Enjoys planning and facilitating lesson plans/excursions that improves children’s development. 规划和促进课程计划/游览，以促进幼儿的发展。

· Ensures daily routines for the young learners are taken care of. 确保幼儿的日常生活得到全面的照顾。

· Able to communicate effectively with parents who are our partners for our children. 把父母亲视为合作伙伴，有效地与父母沟通。

Requirements （要求）:

· Loves to be around with young children and nurture them. 喜欢和幼儿在一起，培养他们。

· Holds a minimum of Diploma in Early Childhood for Chinese equivalent. 持有至少幼儿教育专业文凭-华文。

· Good communication skills and team player. 良好的沟通技巧和具有团队精神。

· High sense of responsibility. 高度的责任感。

· Attractive pay remuneration. 有吸引力的薪酬。

Please contact us at 6225 6700, or email us your resume at [email protected]

请致电 6225 6700 与我们联系，或在[email protected] 通过电子邮件向我们发送你的简历。