| Job Title: |
Head of Curriculum and Well-being (YCIS-SHPX-2728-PRI009) |
| Posted Date: |
11/04/2026 |
Expiration Date: |
- |
| Location: |
YCIS - Shanghai(Puxi) (Shanghai Puxi PRI) |
# of Openings: |
1 |
| Effective From: |
Other(08/01/2027) |
| Job Description: |
Purpose of the Role
As a member of the Campus Leadership Team, the Head of Curriculum and Wellbeing (Lower Primary) leads high-quality teaching and learning across Lower Primary, supports effective school operations, and strengthens collaboration between staff, students and families.
General Responsibilities
• Promote the YCIS Mission, Principles & Practices through leading professional development opportunities.
• Actively support and promote the YCIS Shanghai Strategic Plan by leading on the implementation of sections, as outlined by the Vice Principals.
• Work with the 0-8 Pedagogical Lead to implement the requirements of the Yew Chung Approach to 0-8.
• Teaching responsibilities form part of this role, with the teaching allocation to be determined by the Vice Principals.
Safeguarding and Child Protection
• Policy Adherence: Adhere to and promote the school’s Safeguarding and Child Protection policies at all times, ensuring they are known, understood and used appropriately by staff.
• Modelling Best Practice: As a school leader, model a culture of safeguarding awareness, vigilance and responsibility in all interactions with students, staff and parents. Recognise and respond to potential safeguarding concerns in line with school policy, reporting any concerns promptly to the Designated Safeguarding Lead (DSL) or a member of the School Leadership Team.
• Training Awareness: Participate in annual training as outlined by the Strategic Safeguarding Lead and Designated Safeguarding Lead.
Teaching and Learning
• Curriculum Leadership: Lead the implementation and review of the Lower Primary inquiry-based curriculum, ensuring alignment with the YCIS philosophy and Yew Chung Approach to 0–8. Oversee unit mapping, weekly planning and the ORR cycle with Team Leaders to maintain high expectations for teaching and learning.
• Instructional Excellence: Model effective pedagogy and conduct weekly learning walks to support consistent, high-quality teaching across Lower Primary.
• Coaching and Mentoring: Work alongside teachers and team leaders to provide instructional coaching, feedback and support to enhance teaching effectiveness.
• Learning Communities: Foster a culture of collaboration by facilitating professional learning communities where teachers share best practice and analyse student work.
• Sharing Learning: Oversee the quality and consistency of home learning across Years 1–3, ensuring alignment with Upper Primary. Ensure ManageBac portfolios communicate student progress using the Yew Chung Approach to 0–8 Continuum.
• Resource Management: Manage budgets and collaborate with the leadership team to identify and allocate resources that support innovative teaching and learning.
Assessment and Reporting
• Assessment Framework: Coordinate Lower Primary assessment schedules and windows, ensuring data informs teaching and learning and is communicated appropriately to relevant stakeholders.
• Data Analysis & Systems: Collaborate with the CLT, Data and Systems Lead and Stretch and Challenge Teacher to monitor year-level data trackers, the 0–8 Continuum and Stretch and Challenge register, ensuring appropriate support and challenge for students.
• Reporting: Support the Vice Principals to communicate the student reporting process, ensuring reports and ManageBac posts are timely, accurate, and provide meaningful feedback to students and parents on academic progress and areas for growth.
• Intervention Strategies: Collaborate with the Student Support and EAL Teams to use assessment data to identify students requiring additional support or enrichment, and work with teachers to develop and implement targeted interventions.
Pastoral Care
• Transition Programmes: Ensure secure and thorough transition programmes are in place for students, with a particular emphasis on K4 to Year 1.
• Behaviour Support: Recognise behaviour as a form of communication and promote positive behaviour through the YCIS 12 Values and virtues programme. Collaborate with the Head of Student Support and parents to address behavioural concerns and maintain a positive learning environment.
Community Engagement (Parents)
• Communication: Serve as a key point of contact for parents regarding academic programmes, curriculum, student progress, and behaviour and pastoral care situations.
• Workshops: Develop and lead parent workshops and information sessions to foster a shared understanding of the school’s academic approach, assessment methods, and how to support learning at home.
• Collaboration: Collaborate with staff and school leaders to promote data-informed teaching and effective use of the ORR cycle.
• Partnerships: Build strong, positive relationships with the parent community to enhance collaboration and support for student success. Support the design of community events as needed throughout the year, ensuring YCIS Shanghai is portrayed positively in the community.
Retention and Enrolment
• Academic Showcases: Contribute to the school’s enrolment and retention efforts by articulating and showcasing the strength and quality of the Primary academic programme to prospective and current families.
• Environment: Lead staff to maintain an attractive and stimulating environment within classrooms and learning communities that fosters effective teaching and learning and encourages new enrolments to YCIS.
• Family Partnership Support: Collaborate with admissions and school leaders to ensure smooth academic transitions for new students and their families into the Primary school.
• Student Success: By ensuring high-quality teaching, targeted support and a focus on student wellbeing, contribute directly to a positive student experience.
• Retention: Work with the leadership team to proactively address parent concerns, promoting high parent satisfaction.
Strategic Planning and Accreditation
• Provide input into the development, monitoring and review of the school’s Strategic Action Planning process.
• Serve as an active member of at least one Strategic Plan Working Team (for example, the AI Working Team), contributing ideas and helping to put agreed actions into practice.
• Play an active role in the CIS accreditation process, including gathering and presenting evidence for the self-study, contributing to accreditation committees, and supporting preparation for visits.
Support and Professional Development
• Collaborate regularly with Vice Principals to align school improvement priorities, analyse student outcomes and deliver targeted professional development.
• Engage in relevant professional learning to support continuous improvement.
• Deliver professional development opportunities for teachers and parents as needed and appropriate. |
| Job Requirements: |
• A deep commitment to the YCIS Mission, Principles & Practices.
• Proven experience in leading teaching and learning initiatives in a Primary school setting.
• Strong understanding of curriculum development, developmental milestones for young learners, assessment for learning, and data analysis.
• Excellent interpersonal and communication skills, with the ability to build positive relationships with staff, students and parents.
• A collaborative and supportive leadership style.
• A commitment to continuous professional growth and staying current with educational best practice. |