Job Description
The Victorian Curriculum of Education (VCE) Mathematics is the study of function and pattern in number, logic, space, and structure, and of randomness, chance, variability and uncertainty in data and events. VCE mathematical activities include conjecturing, hypothesising and problem posing; estimating, calculating, and computing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem solving.
VCE Mathematics is made up of the following subjects:
VCE Preparation Mathematics (Year 10)
General Mathematics Units 1 and 2 & Further Mathematics Units 3 and 4
Mathematical Methods Units 1 and 2 & Mathematical Methods Units 3 and 4
Specialist Mathematics Units 1 and 2 & Specialist Mathematics Units 3 and 4
General Mathematics Units 1 and 2 provide for a range of courses of study involving non-calculus-based topics.
Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts.
Specialist Mathematics Units 1 and 2 comprise of non-calculus-based topics and provide courses of study for students interested in advanced study of
mathematics, with a focus on mathematical structure and reasoning.
Further Mathematics Units 3 and 4 comprise a combination of non-calculusbased content from a prescribed core and a selection of two from four possible
modules across a range of application contexts. They provide general preparation for employment or further study, in particular where data analysis, recursion and number patterns are important.
Mathematical Methods Units 3 and 4 extend the study of simple elementary functions to include combinations of these functions, algebra, calculus,
probability and statistics, and their applications in a variety of practical and theoretical contexts.
Specialist Mathematics Units 3 and 4 are designed to be taken in conjunction with Mathematical Methods Units 3 and 4. The areas of study includes rational and other quotient functions as well as other advanced mathematics topics such as complex numbers, vectors, differential equations, mechanics and statistical inference.
Responsibilities:
The primary responsibility of the Senior School Mathematics Teacher is to deliver and promote Mathematics at senior levels within the School.
General
Teachers should ensure:
• Their delivery of the curriculum caters for students with varying learning styles and
ensures best practice in pedagogy in Senior School Mathematics
• They keep up-to-date with modern teaching practice
• They use appropriate learning styles for EAL/ESL students
• That they use a variety of assessment tasks for students to experience success and
accurately assess and build levels of student achievement
Co-curricular responsibilities
• Teachers are expected to participate in co-curricular activities including sport, the
arts and/or outdoor activities.
Administrative responsibilities
• Teachers are expected to maintain records of classroom attendance
• Report writing in accordance with School policy
• Attend staff and other administrative meetings as required
• Undertake evening study supervision and activities as required
• Attend parent/teacher interviews and promotional events as required.
Requirements
• Ready for a new challenge
• Flexible and dynamic
• Enthusiastic and conscientious
• Demonstrated knowledge and at least two (2) years’ experience in teaching senior mathematics
• VCE (or Australian equivalent) Mathematics Methods, Specialist Maths and/or Further Mathematics experience preferred and/or
• Experience in IB Diploma Mathematics SL and/or HL, IGCSE Mathematics and A-Levels
• Ability to live within a foreign country for an extended period
• Eligible to be granted a work visa for China
• Ability to form a rapport with students and build collaborative working relationships
• Good verbal, written and inter-personal communication skills
• English Native speakers
• Bilingual Mandarin/English an advantage but not neccessary
• Sensitivity to the requirements of working in an international setting with a number of non-English speaking families and colleagues
• Minimum of Bachelor Degree in subject area
• Certified Teacher qualification and Registration
• The successful candidate will be expected to support the vision and ethos of the School.
• Staff must ensure that all decisions, pertaining to their role at Haileybury, are made in line with legislations and Haileybury policies and procedures as set out in the staff code of conduct and associated policies.
Benefits
Competitive salary based on qualifications and experience.
The full package includes accommodation (2-bedroom apartment or as applicable for family), comprehensive medical insurance, visa and onboard costs, free tuition for children, flight costs as applicable, relocation allowance, gratuity allowance on successful completion of contract
• 2 years contract
• Full pay salary during summer and winter holidays
• Apartment provided outside of the school
• Holidays:October National Day (one week), Winter Break (three weeks in January and February), Mid Semester vacation (one week around April and one week around December) and Summer Break (six weeks in July and August)
• Summer break: From July-August about 5 weeks and 1-week PD
• Winter break: About 3 weeks in January and February, according to the Chinese Lunar New Year and Education Bureau’s teaching calendar
• Working visa provided
Requirements
Skills and Experience Requirements There are a number of prerequisites for obtaining a work permit as a teacher in China. Please see our accompany ‘Applicant Pack’ for details. Personal Requirements a) Be professional at all times, in tune with the aims of the School, and always prioritise the students’ welfare. b) Be modern and flexible in approach to teaching and learning,prepared to adapt and learn new methods; fully understand the principles of ‘learning through exploration and play’. c) Be comfortable and active in the use information technology for data recording, record keeping, communicating with parents, etc. d) Show initiative and independence but also be a good team-member. e) Be willing and open towards areas of self-improvement. f) Have a good sense of humour. 1. Unless they qualify have a relevant Post-Graduate degree (see 3 below) teachers must be citizens (by passport) of the following counties deemed to be English-speaking: Ascension Island, Australia, Bermuda, British Antarctic Territory, British Indian Ocean Territory, Canada, Falkland Islands (i.e. Malvinas), Gibraltar, Guernsey, Guyana (formerly British Guyana), Ireland, Isle of Man, Jersey, New Zealand, Pitcairn islands, Singapore, South Africa, British territory of Cyprus, South Georgiaand South Sandwich Islands, St. Helena, Tristan da Cunha Islands, United Kingdom, United States, American Virgin Islands, Antigua and Barbuda, Anguilla, Bahamas, Barbados, British Virgin Islands, British Cayman Islands, Dominica, Grenada Saint Vincent and the Grenadines, Jamaica, Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent, Trinidad and Tobago, Turks and Caicos Islands. 2. Thereafter, the current situation for acquiring a work permit as a teacher include the applicant meeting one of the following requirements: • A Bachelor’s degree and two years of appropriate teaching experience • A Bachelor’s degree of Education • A Bachelor’s degree plus a TEFL qualification or a Teaching Certificate from one of the countries listed above 3. If a teacher has a Master’s degree (or above) in Education from a recognised university in one of the countries listed above, then s/he can apply for a teacher’s work permit even if s/he is not a citizen of that country
