Position Description

Primary School Chinese Teacher

School Campus: Primary School

Reports to: Deputy Head (Head of Primary School) via Director of Academic Education

Key Relationships Deputy Head of Primary School, Associate Directors of Academic Education,
Directors, Primary School Teachers

Empl oyment Basi s: Full-time Ongoing Casual

Part-time (0.8FTE) Non-ongoing Other

Classification: Independent Schools ACT Standards Model (Teachers) Multi Enterprise

Teacher Band 1-3

Teacher Registration : All teachers must have teacher registration, provisional registration or a permit
to teach issued by the ACT Teacher Quality Institute prior to starting their
employment.

Child Protection : All employees of the School must be eligible to work with children in accordance
with ACT Working with Vulnerable People checks.

Last Updated: September 2024

The Role
The Primary School Chinese Teacher has a responsibility to the Head of Primary School and the Associate Academic
Director (Literacy) to exercise the purpose and values of the school in and out of the classroom and to provide a
learning environment that fosters the pursuit of excellence and the attainment of each student’s potential.
The role of the Primary School Chinese Teacher is central to the holistic development of all students. The Academic
Program, Pastoral Care System, the spiritual life of the School and Co-curricular Program play a vital role in this holistic
development, with participation in each of these areas an expectation of the Teacher.

In bringing the School’s values and aspirations to life, the following competencies guide the daily practice of the
teaching staff of Canberra Grammar Primary School
Being an active participant in the Co-curricular Program offered is seen as a vital role played in contributing to the
holistic development of students.

Duty Statement
1. Commi t ment t o St udent s:
Canberra Grammar Primary School teachers are dedicated to the care and nurture of their students – their social,
emotional, physical, spiritual and academic development. They treat students equitably, with respect and are
sensitive to factors that influence individual potential for student learning. They establish productive relationships
with the students in their care and understand the profound impact that this relationship has on student learning.
Teachers create a supportive and welcoming learning environment in which students feel confident to take risks.
They acknowledge the strengths and abilities of their students while also encouraging open mindedness. Warmth,
shared laughter and building team spirit are evident in classrooms.

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 2. Commi t ment t o t he Fami l i es of St udent s:
Teachers acknowledge the importance of establishing strong and effective working partnerships between themselves
and the families of their students; valuing the knowledge parents have of their children and how the sharing of this
information can aid in the overall educational development of each student. Effective communicators, the teachers
at Canberra Grammar School utilise the avenues outlined by the School to ensure the open and informative exchange
of information on a regular and needs basis. They ensure that student success is celebrated and that parents are
kept abreast of all events at a class and whole school level.
Teachers also create a climate where parent assistance in the learning environment is encouraged and valued.
Strategies for involving parents are established, taking into consideration the age of the children being taught, and
communicated to parents. Parents feel welcome to approach teachers with matters regarding their child throughout
the year and in response to the formal interview offerings. Implementing strategies whereby teachers share their
professional knowledge about teaching and learning with parents is seen by teachers to be rewarding and beneficial
for the overall enhancement of the learning environment of the School.
3. Professional Knowledge:
Canberra Grammar Primary School teachers strive to be current in their professional knowledge and recognise its
relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum,
ethics, educational research and legislation to inform professional judgement in practice. They are guided by the
values, beliefs, policies and procedures of the School and seek to provide a consistent and cohesive educational
experience for each student within their overall educational journey while at the School. They remain open and
receptive to adaptation and innovation; constantly seeking to remain current and effective in their understandings
and practice. They actively seek ways to share their knowledge with other educators both within and beyond Canberra
Grammar School and welcome the opportunity to learn with and from others.
4. Professional Practice:
Canberra Grammar Primary School teachers apply their professional knowledge and experience to promote student
learning. They use appropriate pedagogy, assessment techniques, reporting procedures, teaching and learning
strategies and technology when planning for and responding to the needs of their students. They plan for and promote
the acquisition of thinking, ICT and inquiry skills in their students while also ensuring a sound and systematic
approach to the teaching of literacy and numeracy skills. Refining professional practice through ongoing inquiry,
dialogue and reflection are important aspects of the professional practice of teachers. Willing and active participation
in the various curriculum and planning teams of the School is valued and evident.
5. Part i c i pat i on Wi t hi n t he Learni ng Communi t y of t he Sc hool :
Canberra Grammar Primary School teachers support each other in their collective and individual learning. They
converse, cooperate and work productively together in order to help each other and help themselves. Individually,
they are motivated to strive to do quality work and are encouraged to challenge themselves to continue to grow
professionally through reflection, action planning and implementation of new strategies and approaches. While
focused on personal improvement, they also have a responsibility to assist other teachers, within and beyond
Canberra Grammar School, in their ongoing professional development in an honest, respectful and supportive way.
6. Contribution to the Broader Life of the School:
The educational experience of Canberra Grammar School extends well beyond the classroom setting. Teachers at
Canberra Grammar School willingly participate in the many and varied activities that strengthen the sense of
community and provide students with a broad educational experience. Participation in the co-curricular life of the
School, camps, excursions, parent workshops, open days and Parent and Friend events are all examples of how
teachers demonstrate their commitment to the School and the breadth of what it offers. Valuing the opportunity to
participate in such events and acknowledging the benefits for themselves and their students is evident through the
graciousness in the way teachers participate in the broader life of the School.

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 7. Pastoral Care:
Canberra Grammar Primary School teachers actively support the pastoral and spiritual dimensions of the School and
establish and maintain positive relationship with member of their class and other groups. They participate in House
activities, and actively engage with the Associate Directors and Head of Student Houses.
8. Child Protection
Aligned with International Task Force on Child Protection, we hold ourselves to a high standard of effective
recruiting practices with specific attention to child protection.
9. Co-curricular Contribution:
Canberra Grammar Primary School Teachers actively support the co-curricular dimension of the School and
contribute to the spirit within the team or group, promoting the importance of good sportsmanship. In doing so, they
foster positive working relationships with other coaches and staff in order to facilitate a well-rounded Co-curricular
Program.
In filling the positions on offer at Canberra Grammar Primary School, we are seeking teachers who are committed to:
• Our students
• The families of our students
• Professional learning and renewal
• Participation within the learning community of the School
• Contributing to the broader life of the School

Skills and Qualifications

Selection Criteria
As a teacher, the role-holder is expected to demonstrate:
• Demonstrated experience teaching Chinese in a Primary School or similar environment
• Proven experience to develop innovative academic pathways to achieve outstanding academic results for
all students.
• The ability to work collaboratively with other members of staff and lead others.
• PYP experience or an understanding of Inquiry pedagogy.
• The ability to implement initiatives, project delivery and change management.
• High level administrative and organisational skills.
• High level communication and interpersonal skills.
• Commitment to the full life of an Independent school and a willingness to engage in School activities out of
regular hours.

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Demonstrated Values
All staff are expected to uphold the School’s values by:
• Safeguarding and promoting the welfare of children
• Supporting and promoting the School’s culture, reputation and strategic objectives
• Complying with the School’s Code of Conduct and other policy and regulatory requirements
• Respecting and upholding the School’s Anglican values and ethos
• Respecting people of all backgrounds and faith within the School community
• Building relationships with students, staff and parents based on respect, trust and shared purpose
• Behaving ethically and with appropriate confidentiality and sensitivity
• Modelling punctuality and adherence to organisational deadlines