Open Positions

Student Safeguarding and Recruitment

Bangkok Patana School is committed to safeguarding and promoting the welfare of its students and expects all staff to share the same commitment.

As part of the recruitment process applicants must provide:

  • The name and contact details of three referees. One referee should be the applicant’s current or most recent employer. In addition to the written references, referees may be contacted to obtain a verbal reference.
  • An up-to-date DBS Disclosure if from UK or police check.
  • Documentation from universities and colleges verifying attendance and successful completion of courses undertaken.
  • An up-to-date medical.

Current Primary School Openings

Foundation Stage, Key Stage 1 and Key Stage 2 Class Teachers

Primary Class Teacher                                                              

School: Primary

Allowance Group: N/A

Teaching Allocation:  80% of contact periods

Reports to: Jointly to the Leader of Learning and Welfare and Leader of Learning and Curriculum

Role and Position in the Organisation

The class teacher is responsible for the educational care and development of a class of students in accordance with the school’s Guiding Statements (mission, vision and values), curriculum programmes and in line with the school’s policies.

Responsibilities, by area:

Goal I: We focus on continually improving learning 

Strategic Area 1 – Learning and Teaching – The Primary Class Teacher will:

  • proactively seek to develop independent assessment-capable learners;
  • put into practice the school’s Learning and Teaching Policy and other Curriculum Policies;
  • adhere to the school’s Professional Standards for Learning and Teaching;
  • be accountable for the academic, social and emotional well-being of a class of students;
  • employ a wide variety of learning and teaching strategies including the use of new technologies to make learning both effective and enjoyable;
  • differentiate or appropriately scaffold learning activities to ensure all children progress in their learning, including those receiving English as an Additional Language (EAL), Learning Support (LS) and those who are on the Extended Learning Programme;
  • maintain student records as required by the school;
  • prepare reports for parents each year;
  • collaborate with learning support and EAL teachers in the planning, delivery and review of ILP for particular

Strategic Area 2 – Professional – The Primary Class Teacher will:

  • keep abreast of current educational thinking and ideas for curriculum development including developing assessment-capable learners;
  • commit to an ongoing programme of Continued Professional Learning (CPL), both formally and informally;
  • actively participate in the school’s Performance Management;
  • when required act as a PM Reviewer for Teaching Assistants;
  • act as an ambassador for the school by demonstrating the highest professional standards;
  • contribute fully to school life through the ECA programme and through Primary and whole school events. Teachers are required to deliver 3 blocks of ECA each year and attend occasional weekend events as required;
  • attend all compulsory Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS).

Strategic Area 3 – Culture and Communication – The Primary Class Teacher will:

  • ensure that excellent lines of communication exist with all staff, parents and students;
  • use email in accordance with the school’s Acceptable Use Policy;
  • liaise with the Leader of Learning and Welfare and Primary Counsellor if concerns arise related to student well-being and safety;
  • communicate on a regular basis to students, parents and staff issues related to student safeguarding in order to promote a safe environment for all students;
  • use and contribute to the school’s established systems of communication – the Patana Website, the Patana News, Year Group Newsletters, Class Blogs, email, 3-Way Conferences;
  • participate fully in the life of the Year group and the Primary School;
  • ensure exemplary standards of behaviour and personal

Goal II: We align our structures, policies and practices to support learning

Strategic Area 1 – Policy and Planning – The Primary Class Teacher will:

  • work in line with the school’s Guiding Statements, policies and curriculum programmes;
  • take an active role in Year group planning;
  • ensure that planning is differentiated to meet the needs of the class;
  • assess and monitor standards of attainment within the class;
  • ensure that planning and student records are easily accessed by monitoring staff and supply teachers;
  • contribute to whole school reviews and from time to time to volunteer to serve on a new initiative or review committees;
  • provide cover for absence or other urgent eventualities, when the need arises;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a

Strategic Area 2 – Finance and Resources – The Primary Class Teacher will:

  • help ensure that all resources are appropriately stored, maintained and deployed;
  • contribute ideas to Year group resourcing and budget planning.

Strategic Area 3 – Admissions – The Primary Class Teacher will:

  • ensure that new students transfer smoothly into the class and positive relationships are developed with the parents.

Strategic Area 4 – Health and Safety – The Primary Class Teacher will:

  • keep a watching brief on health and safety matters and be proactive in reporting to the Leader of Learning and Welfare any perceived risks;
  • be aware of and follow the student protection and safeguarding procedures;
  • safeguard students against all foreseen

Strategic Area 5 – Facilities – The Primary Class Teacher will:

  • use all facilities appropriately and report any maintenance issues to the Leader of Learning and Welfare.

These duties will be developed into short and longer-term targets in consultation with the post- holder

Primary School English as an Additional Language (EAL) Teacher

Primary English as an Additional Language (EAL) Teacher                                                            

School: Primary

Allowance Group: N/A

Teaching Allocation:  80% of contact periods

Reports to: Leader of Learning, Language Acquisition

Role and Position in the Organisation

The EAL teacher is responsible for teaching students on the EAL programme and supporting the class teachers to effectively teach all bilingual students. This is done in accordance with the school’s Guiding Statements (mission, vision and values), curriculum programmes and in line with the school’s policies.

The EAL teacher works in a collaborative way, planning with the class teachers and leading the members of the EAL year team in order to support children in mainstream classes in order to help them access the curriculum and improve their English language proficiency skills.

In addition to planning, teaching and evaluating, the EAL teacher liaises with class teachers and has regular reviews with parents.

The EAL teacher leads their group of EAL Facilitators and is responsible for their Performance Management

Responsibilities, by area:

Goal I: We focus on continually improving learning 

Strategic Area 1 – Teaching and Learning – the Primary EAL Teacher will:

  • teach and work with students who are on the EAL programme;
  • proactively seek to develop independent assessment-capable learners;
  • put into practice the school’s Teaching and Learning Policy and guide EAL Facilitators on applying this;
  • adhere to the school’s Professional Standards for Learning and Teaching;
  • employ a wide variety of teaching and learning strategies including the use of new technologies to make learning both effective and enjoyable;
  • collaborate with and advise class teachers on appropriate teaching arrangements for bilingual students;
  • employ a variety and range of co-teaching models in liaison with the class teachers;
  • assist in the Primary/Secondary, Key Stage and Year group liaison process, in consultation with the respective class teachers, to ensure cross-phase continuity;
  • maintain student records as required by the school;
  • prepare and maintain student profiles detailing language skills in the four language areas including areas for development;
  • write student reports for parents including overseeing and cross-reference input provided from EAL Instructors and ensure that quality and consistency is maintained;
  • regularly review language development of the students with class teachers and parents and assess students ready for exiting the EAL programme;
  • update Class Teachers, Leader of Learning and Welfare and Leader of Learning and Curriculum on EAL student

Strategic Area 2 – Professional – the Primary EAL Teacher will:

  • keep abreast of current educational thinking and ideas for curriculum development and provision for bilingual students;
  • commit to an ongoing programme of professional development, both formally and informally;
  • actively engage with the school’s Performance Management and be responsible for the Performance Management of the EAL Facilitators in the team;
  • act as an ambassador for the school by demonstrating the highest professional standards;
  • contribute fully to school life through the ECA programme and through Primary and whole school events. Teachers are required to deliver 3 blocks of ECA each year and attend occasional weekend events as required;
  • contribute to in-service training of all staff;
  • on occasions, provide cover for unexpected class teacher absence or other urgent eventualities;
  • undertake playground and lunch time duties;
  • attend all compulsory Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS).

Strategic Area 3 – Culture and Communication – the Primary EAL Teacher will:

  • liaise fully with the Leader of Learning, Language Acquisition, other EAL teachers and EAL Facilitators;
  • liaise with parents of students on the EAL programme in conjunction with the students’ teachers and, where appropriate, the Leader of Learning, Language Acquisition;
  • ensure excellent lines of communication with all staff, parents and children;
  • use and contribute to the school’s established systems of communication – the Patana Website, the Patana News, Year Group Newsletters, Class Blogs, email, 3-Way Conferences;
  • ensure exemplary standards of behaviour and personal

Goal II: We align our structure, policies and practices to support learning

Strategic Area 1 – Policy and Planning – the Primary EAL Teacher will:

  • work in line with the school’s Guiding Statements, policies and curriculum programmes;
  • support and actively promote full integration of the school’s Language Policy, the EAL policy and the Home Languages policy into all other school policies on curriculum and pastoral related matters;
  • plan, co-ordinate and document the school’s arrangements and strategies for supporting and identifying students who require additional EAL support and make recommendations on students exiting the EAL programme;
  • attend EAL and appropriate Year Team meetings;
  • take an active role in Year group planning, advising class teachers on appropriate differentiation and resources for bilingual students;
  • ensure that planning and student records are easily accessed by monitoring staff and supply teachers;
  • contribute to whole school review and from time to time to volunteer to serve on a new initiative or review committee;
  • understand and adhere to the Student Safeguarding Policy, code of conduct and methods of reporting a

Strategic Area 2 – Finance and Resources – the Primary EAL Teacher will:

  • help ensure all resources are appropriately stored, maintained and deployed;
  • contribute ideas to Year group resourcing and budget planning as well as resourcing and budget planning for the EAL

Strategic Area 3 – Admissions – the Primary EAL Teacher will:

  • assess new students applying to the school and write a report on their language skills during times when the Leader of Learning, Language Acquisition is unable to carry out the assessments alone, i.e. beginning of the academic year and Term 3;
  • ensure that assessment advice to the Principal is in line with the school’s admissions policy;
  • provide advice to the Leader of Learning and Welfare on placement for new EAL students;
  • ensure that new students on the EAL programme transfer smoothly into their class and positive relationships are developed with the

Strategic Area 4 – Health and Safety – the Primary EAL Teacher will:

  • keep a watching brief on health and safety matters and to be proactive in reporting to the Leader of Learning Language, Acquisition or Leader of Learning and Welfare any perceived risks;
  • be aware of and follow the student protection and safeguarding procedures;
  • safeguard students against all foreseen

Strategic Area 5 – Facilities – the Primary EAL Teacher will: 

  • use all facilities appropriately and to report to the Leader of Learning, Language Acquisition or Leaders of Learning Welfare regarding any maintenance

These duties will be developed into short and longer-term targets in consultation with the post holder.

Primary School English as an Additional Language (EAL) Teacher

Primary ICT Teacher                                                            

School: Primary

Allowance Group: N/A

Teaching Allocation:  80% of contact periods

Reports to: Leader of Learning, ICT

Role and Position in the Organisation

The ICT Teacher is responsible for the educational progress and development within ICT for a selection of classes across the Primary School in accordance with the school’s Guiding Statements (mission, vision and values), curriculum programmes and in line with the school’s policies.

Responsibilities, by area:

Strategic Area 1 – Teaching and Learning – The Primary ICT Teacher will:

  • proactively seek to develop independent assessment-capable learners;
  • put into practice the school’s Learning and Teaching Policy and other Curriculum Policies;
  • adhere to the school’s Professional Standards for Learning and Teaching;
  • be accountable for the academic, social and emotional well-being of the students in his/her care;
  • employ a wide variety of learning and teaching strategies including the use of new technologies to make learning both effective and enjoyable;
  • differentiate or appropriately scaffold learning activities to ensure all children progress in their learning, including those receiving English as an Additional Language (EAL), Learning Support (LS) and those who are on the Extended Learning Programme;
  • maintain student records as required by the school;
  • prepare written reports;
  • attend educational visits residential and day trips;
  • collaborate with learning support and EAL teachers in the planning and delivery and review of Individual Learning Plans (ILP) for particular students.

Strategic Area 2 – Professional – The Primary ICT Teacher will:

  • keep abreast of current educational thinking and ideas for curriculum development;
  • commit to an ongoing programme of Continued Professional Learning (CPL), both formally and informally;
  • actively participate in the school’s Performance Management;
  • act as an ambassador for the school by demonstrating the highest professional standards;
  • contribute fully to school life through the Extra Curricular Activities (ECA) programme and through Primary and whole school events. Teachers are required to deliver 3 blocks of ECA each year and attend occasional weekend events as required;
  • attend all compulsory Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS).
  • assist with or lead CPL opportunities for members of the Primary and/ or Secondary staff.

Strategic Area 3 – Culture and Communication – The Primary ICT Teacher will:

  • ensure excellent lines of communication with all staff, parents and students;
  • use email in accordance with the school’s Acceptable Use Policy;
  • liaise with the Class teacher, Leader of Learning and Welfare and Primary Counsellor if concerns arise related to a student’s well-being and safety;
  • use and contribute to the school’s established systems of communication – the Patana Web Site, the Patana News, Year Group Newsletters, Class Blogs, email; 3-Way Conferences;
  • participate fully in the life of the Primary School;
  • ensure exemplary standards of behaviour and personal responsibility.

Goal II: We focus on continually improving learning

Strategic Area 1 – Policy and Planning – The Primary ICT teacher will:

  • work in line with the school’s Guiding Statements, policies and curriculum programmes;
  • take an active role in departmental planning;
  • ensure that planning is differentiated to meet the needs of the class;
  • assess and monitor standards of attainment within the class;
  • ensure that planning and student records are easily accessed by monitoring staff and supply teachers;
  • contribute to whole school review and from time to time to volunteer to serve on a new initiative or review committee;
  • provide cover for absence or other urgent eventualities, when the need arises;
  • understand and adhere to the Student Safeguarding Policy, Code of Conduct and methods of reporting a concern.

Strategic Area 2 – Finance and Resources – The Primary ICT Teacher will:

  • help ensure that all resources are appropriately stored, maintained and deployed;
  • contribute ideas to the Department resourcing and budget planning.

Strategic Area 3 – Admissions – The Primary ICT Teacher will:

  • ensure new students transfer smoothly into the class and positive relationships are developed with the parents.

Strategic Area 4 – Health and Safety – The Primary ICT Teacher will:

  • keep a watching brief on health and safety matters and to be proactive in reporting to the Leader of Learning, ICT any perceived risks;
  • be aware of and follow the student protection and safeguarding procedures;
  • safeguard students against all foreseen risks.

Strategic Area 5 – Facilities – The Primary ICT Teacher will:

  • use all facilities appropriately and to report to the Leader of Learning, ICT any maintenance issues.

These duties will be developed into short and longer-term targets/objectives in consultation with the post-holder.

Primary Learning Support Teacher

Primary Learning Support Teacher                                                            

School: Primary

Allowance Group: N/A

Teaching Allocation:  80% of contact periods

Reports to: Leader of Learning, Learning Support

Role and Position in the Organisation

The Learning Support teacher reports directly to the Leader of Learning, Learning Support.

The Learning Support teacher is responsible for teaching students with a range of abilities, particularly those who may be gifted or have learning difficulties. This will be done in accordance with the school’s Guiding Statements (mission, vision and values), curriculum programmes and in line with the school’s policies.

The Learning Support teacher works in a collaborative way, planning with class and specialist teachers in order to support children in mainstream classes who may be gifted or have learning difficulties.

In addition to planning, teaching and evaluating, the Learning Support teacher liaises with class teachers and has regular reviews with parents.

Responsibilities, by area:

Goal I: We focus on continually improving learning 

Strategic Area 1 – Teaching and Learning – the Primary Learning Support Teacher will:

  • teach and work with students who require Learning Support as directed by the Leader of Learning, Learning Support;
  • proactively seek to develop independent assessment-capable learners;
  • put into practice the school’s Teaching and Learning Policy and other Curriculum Policies;
  • adhere to the school’s Professional Standards for Learning and Teaching;
  • employ a wide variety of teaching and learning strategies including the use of new technologies to make learning both effective and enjoyable;
  • collaborate with and advise class teachers and specialists on appropriate teaching arrangements for including students with Learning Support needs;
  • keep the Leader of Learning and Welfare and the Leader of Learning and Curriculum informed on the progress of students requiring Learning Support within their Year group;
  • assist in the Primary/Secondary, Key Stage and Year group liaison process, in consultation with the respective class teachers, to ensure cross-phase continuity;
  • maintain student records as required by the school;
  • prepare Learning Plans and written reports for parents and other agencies;
  • regularly review learning targets set as part of Learning Plans with students, teachers and parents;
  • attend and conduct annual Learning Plan

Strategic Area 2 – Professional – The Primary Learning Support Teacher will:

  • keep abreast of current educational thinking and ideas for curriculum development and provision for those who have learning difficulties;
  • commit to an ongoing programme of Continued Professional Learning (CPL), both formally and informally;
  • be involved in the school’s Performance Management;
  • act as an ambassador for the school by demonstrating the highest professional standards;
  • contribute fully to school life through the ECA programme and through Primary and whole school events. Teachers are required to deliver 3 blocks of ECA each year and attend occasional weekend events as required;
  • attend all compulsory Continuing Professional Learning (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS);
  • assist with or lead CPL opportunities for members of the Primary and/ or Secondary

Strategic Area 3 – Culture and Communication – The Primary Learning Support Teacher will:

  • liaise fully with the Leader of Learning, Learning Support, other Learning Support Teachers and the Patana Speech and Language Therapist;
  • liaise with parents of students with Learning Support needs in conjunction with the students’ teachers and, where appropriate, the Leader of learning, Learning Support;
  • ensure excellent lines of communication with all staff, parents and students;
  • use and contribute to the school’s established systems of communication – the Patana Website, the Patana News, Year Group Newsletters, Class Blogs, email, 3-Way Conferences;
  • participate fully in the life of the Primary School;
  • ensure exemplary standards of behaviour and personal

Goal II: We align our structure, policies and practices to support learning

Strategic Area 1 – Policy and Planning – The Primary Learning Support Teacher will:

  • work in line with the school’s Guiding Statements, policies and curriculum programmes;
  • support full integration of the school’s Learning Support Policies into all other school policies on curriculum and pastoral-related matters;
  • help plan, coordinate and document the school’s arrangements and strategies for supporting and identifying students who require Learning Support;
  • attend Learning Support and appropriate Year Team meetings;
  • take an active role in Year group planning, advising class teachers on appropriate differentiation and resources for students with Learning Plans;
  • ensure that planning and student records are easily accessed by monitoring staff and supply teachers;
  • contribute to whole school review and from time to time to volunteer to serve on a new initiative or review committee;
  • provide cover for absence or other urgent eventualities, when the need arises;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a

Strategic Area 2 – Finance and Resources – The Primary Learning Support Teacher will:

  • help ensure all resources are appropriately stored, maintained and deployed;
  • contribute ideas to Year group resourcing and budget planning as well as resourcing and budget planning for the Learning Support

Strategic Area 3 – Admissions – The Primary Learning Support Teacher will:

  • provide advice to the Principal regarding the admission of new students with learning support needs to the school in accordance with school’s admissions policy;
  • ensure that new students on the Learning Support Register transfer smoothly into the class and positive relationships are developed with the parents.

Strategic Area 4 – Health and Safety – The Primary Learning Support Teacher will:

  • keep a watching brief on health and safety matters and be proactive in reporting to the Leader of Learning, Learning Support or Leader of Learning and Welfare any perceived risks;
  • keep class teachers informed of any medical/health issues regarding students on the Learning Support register that may affect learning;
  • safeguard students against all foreseen

Strategic Area 5 – Facilities – The Primary Learning Support Teacher will:

  • use all facilities appropriately and report to the Leader of Learning, Learning Support or Leader of Learning and Welfare regarding any maintenance

These duties will be developed into short and longer-term targets in consultation with the post holder.

Primary Music Teacher

Primary Music Teacher

School: Primary

Allowance Group: N/A

Teaching Allocation:  80% of contact periods

Reports to: Leader of Learning, Music

Role and Position in the Organisation

The Music Teacher is responsible for the educational progress and development within Music for a selection of classes across the Primary School in accordance with the school’s Guiding Statements, curriculum programmes and in line with the school’s policies.

Responsibilities, by area:

Goal I: We focus on continually improving learning

Strategic Area 1 – Learning and Teaching – The Primary Music Teacher will:

  • proactively seek to develop independent assessment-capable learners;
  • put into practice the school’s Learning and Teaching Policy and other Curriculum Policies;
  • adhere to the school’s Professional Standards for Learning and Teaching;
  • be accountable for the academic, social and emotional well-being of the students in his/her classes;
  • employ a wide variety of learning and teaching strategies including the use of new technologies to make learning both effective and enjoyable;
  • differentiate or appropriately scaffold learning activities to ensure all children progress in their learning, including those receiving English as an Additional Language (EAL), Learning Support (LS) and those who are gifted and talented;
  • maintain student records as required by the school;
  • prepare written reports;
  • attend educational visits residential and day trips;
  • collaborate with Learning Support and EAL teachers in the planning and delivery and review of Individual Learning Plans (ILP) for particular

Strategic Area 2 – Professional – The Primary Music Teacher will:

  • keep abreast of current educational thinking and ideas for curriculum development;
  • commit to an on-going programme of professional development, both formally and informally;
  • actively participate in the school’s Performance Management;
  • act as an ambassador for the school by demonstrating the highest professional standards;
  • contribute fully to school life through the Extra Curricular Activities (ECA) programme and through Primary and whole school events. This will include supporting opportunities for students to perform;
  • attend all compulsory Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS);
  • assist with or lead CPL opportunities for members of the Primary and/ or Secondary

Strategic Area 3 – Culture and Communication – The Primary Music Teacher will:

  • ensure excellent lines of communication with all staff, parents and students;
  • use email in accordance with the school’s Acceptable Use Policy;
  • liaise with the Class teacher, Leader of Learning and Welfare and Primary Counsellor if concerns arise related to a student’s well-being and safety;
  • use and contribute to the school’s established systems of communication – the Patana Web Site, the Patana News, Year Group Newsletters, Class Blogs, Parent Contact Books, Parent Consultations;
  • participate fully in the life of the Primary School;
  • ensure exemplary standards of behaviour and personal

Goal II: We align our structures, policies and practices to support learning

Strategic Area 1 – Policy and Planning – The Primary Music teacher will:

  • work in line with the school’s Guiding Statements, policies and curriculum programmes;
  • take an active role in departmental planning;
  • ensure that planning is differentiated to meet the needs of the students;
  • assess and monitor standards of attainment within the class;
  • ensure that planning and student records are easily accessed by monitoring staff and supply teachers;
  • contribute to whole school review and from time to time to volunteer to serve on a new initiative or review committee;
  • provide cover for absence or other urgent eventualities, when the need arises;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a

Strategic Area 2 – Finance and Resources – The Primary Music Teacher will:

  • help ensure that all resources are appropriately stored, maintained and deployed;
  • contribute ideas to the Department resourcing and budget

Strategic Area 3 – Admissions -The Primary Music Teacher will:

  • ensure new students transfer smoothly into the class and positive relationships are developed with the parents.

Strategic Area 4 – Health and Safety -The Primary Music Teacher will:

  • keep a watching brief on health and safety matters and to be proactive in reporting to the Leader of Learning Music any perceived risks;
  • be aware of and follow the student protection and safeguarding procedures;
  • safeguard students against all foreseen

Strategic Area 5: Facilities – The Primary Music Teacher will:

  • use all facilities appropriately and to report to the Leader of Learning, Music any maintenance

These duties will be developed into short and longer-term targets in consultation with the post-holder.

Speech and Language Therapist

Speech and Language Therapist

Current Secondary School Openings

Senior Teacher, Curriculum and Assessment

Senior Teacher, Curriculum and Assessment

School: Secondary

Allowance group: D

Teaching Allocation:   15-20% of contact periods

Reports to:  Secondary Assistant Principal, Curriculum and Assessment

Direct Reports:  3-5 Secondary Academic Post Holders as allocated

Role and Position in the Organisation:

The purpose of the Senior Teacher, Curriculum and Assessment is to:

  • in conjunction with the Secondary Assistant Principal, Curriculum and Assessment, provide professional leadership and management of the Key Stage 3 academic curriculum
  • in conjunction with the Secondary Assistant Principal, Curriculum and Assessment support student progress in Key Stages 3 and 4 in order to secure improved standards of learning and achievement in accordance with the school’s Guiding Statements (mission, vision and values);
  • provide leadership and management to promote exceptional practice through the Secondary School, with a focus on developing staff, working in conjunction with the Learning and Teaching Advisor(s);
  • lead the development of the assessment and student tracking throughout the Secondary School;
  • in conjunction with the Secondary Leadership Team (SecLT) lead or assist with Secondary School Development Plan priorities;
  • lead a number of academic post holders;
  • to deputise for the Secondary Assistant Principal, Curriculum and

The Senior Teacher, Curriculum and Assessment, reports to the Secondary Assistant Principal, Curriculum and Assessment and is a member of the Secondary Leadership Team (SecLT).

The Senior Teacher, Curriculum and Assessment, is a member of the Head of Faculty group and when necessary will join the Heads of Year group for specific projects.

Key Relationships

Secondary Principal

Secondary Assistant Principal, Curriculum and Assessment Secondary Senior Teacher, Student Welfare and Safeguarding Lead

Heads of Faculty/ Key Stage Curriculum Leaders and Subject Curriculum Leaders Teachers, Students and Parents

Learning and Teaching Advisors

Goal I: We focus on continually improving learning

Strategic Area 1 – Learning and Teaching – the Senior Teacher, Curriculum and Assessment will:

  • ensure effective academic monitoring of students at Key Stages 3 and 4 as they progress through the school and in particular in assessing the academic impact of the courses being delivered;
  • assist the Assistant Principal, Curriculum and Assessment and SecLT in the process of monitoring the standards and consistency of learning and teaching across the Secondary School;
  • the pedagogical and organisational leadership, development and management of curriculum programmes;
  • identify and lead current pedagogical practice which has a high impact on student learning;
  • ensure effective academic monitoring of Key Stage 3 and 4 students as they progress through each key stage;
  • work with teams to secure the highest level of achievement for each individual student;
  • lead and promote exceptional learning and practice through the Secondary School, with a focus on developing staff and in line with the key learning and teaching aspects of the Secondary Development Plan;
  • in consultation with members of SecLT, monitor, evaluate and review classroom practice and promote improvement strategies, aiming for outstanding standards of learning and teaching at all times through the exacting implementation of Performance Management and other strategies;
  • continue the development of the school’s use of data, including CEM and termly data, to track student progress;
  • lead Key Stage 3 Connected Learning projects, in collaboration with the Senior Teacher, Welfare;
  • undertake a teaching role (approximately 15-20% of a full teaching load).

Strategic Area 2 – Professional – the Senior Teacher, Curriculum and Assessment will:

  • demonstrate the highest standards of professional behaviour and act as an ambassador for Bangkok Patana School both within the school and amongst the wider community;
  • organise and contribute to CPL opportunities in liaison with the Secondary Assistant Principal, Curriculum and Assessment and the Cross Campus Assistant Principal, Continued Professional Learning;
  • act as a reviewer to the designated academic post holders as part of the school’s Performance Management system;
  • proactively manage their own personal professional learning whilst working with the Secondary Principal to ensure the well-being of and a good work/life balance for all personnel;
  • attend all compulsory Continuing Professional Learning (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS).

Strategic Area 3 – Culture and Communication – the Senior Teacher, Curriculum and Assessment will:

  • actively participate in Secondary School Leadership meetings, keeping all members of the leadership team informed about areas related to Key Stage 3 or other areas of the Curriculum;
  • join the Academic Leadership team (ALT) at specific times in order to present issues related to aspects of the curriculum;
  • communicate effectively with students, parents and the wider community regarding all aspects of student learning and curriculum;
  • present to parents and other groups issues related to Key Stage 3 Curriculum;
  • nurture and build on the home-school partnership;
  • liaise closely with the Primary Senior Teacher, Leading Student Progress, to ensure vertical articulation with Key Stage 2 with regards to assessment and transition of students to Secondary;
  • liaise closely with the Senior Teacher, Student Welfare, over any curriculum issues and projects;
  • ensure exemplary standards of behaviour and personal responsibility;
  • contribute articles related to curriculum and assessment issues to the Patana newsletter, Term magazines, Yearbook and other

Goal II: We align our structures, policies and practices to support learning

Strategic Area 1- Policy and Planning – the Senior Teacher, Curriculum and Assessment will:

  • play a leading role in Secondary School development planning;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a

Strategic Area 2- Finance and Resources – the Senior Teacher, Curriculum and Assessment will:

  • liaise with the specific Heads of Faculty allocated to ensure that budgets are submitted in a timely fashion after due

Strategic Area 3 – Admissions – the Senior Teacher, Curriculum and Assessment will:

  • assist with the introduction of the Secondary school to prospective parents and

Strategic Area 4 – Health and Safety – the Senior Teacher, Curriculum and Assessment will:

  • ensure that the specific Heads of Faculty allocated to him/her are aware of adhere to Health and Safety policies relevant to their areas, in particular the preparation of relevant risk assessments and safety planning when trips and educational visits are being organised;
  • maintain a watching brief on other health and safety matters and be proactive in reporting any perceived risks;
  • safeguard students against all foreseen

Strategic Area 5 – Facilities – the Senior Teacher, Curriculum and Assessment will:

  • ensure all facilities are appropriately deployed to ensure the effective delivery of the curriculum;
  • contribute to planning the development of the school’s facilities and to liaise with the SecLT on suggestions for enhancing the

Any additional responsibilities as directed by the Secondary Assistant Principal, Student Welfare or Secondary Principal.

In consultation with the Line Manager, aspects of these responsibilities will be reviewed and developed on an annual basis in line with the Secondary Development Plan.

Senior Teacher, Curriculum and Assessment

Senior Teacher, Student Welfare

School: Secondary

Allowance group: D

Teaching Allocation:   15-20% of contact periods

Reports to:  Secondary Assistant Principal, Curriculum and Assessment

Direct Reports: Head of Year 7, 8 and 9; Social and Emotional Counsellors

Role and Position in the Organisation:

  • in conjunction with the Secondary Assistant Principal, Student Welfare provide professional leadership and management of the pastoral programme with specific responsibility for Key Stage 3, in order to secure improved standards of learning and achievement and overall well-being of students in accordance with the school’s Guiding Statements (mission, vision and values);
  • lead the Heads of Year in Key Stage 3;
  • be the Designated Safeguarding Lead in Secondary;
  • lead on a range of whole school initiatives relating to student welfare and student well-being;
  • in conjunction  with  the  Secondary  Leadership Team (SecLT)    lead or assist with Secondary School Development Plan priorities;
  • to deputise for the Secondary Assistant Principal, Student

The Senior Teacher, Student Welfare reports to the Secondary Assistant Principal, Student Welfare and is a member of the Secondary Leadership Team (SecLT).The Senior Teacher, Student Welfare is a member of  the Heads of Year  Group and  when necessary will join  the Heads of Faculty Group for specific projects. The Heads of Year provide professional leadership and management of student welfare issues in order to provide a safe and secure environment to allow students to reach their full potential in all areas of school life.

Key Relationships:

Secondary Principal

Secondary Assistant Principal, Student Welfare Whole School Designated Safeguarding lead

Secondary Senior Teacher, Curriculum and Assessment

Heads of Year/ Tutors /Support Tutors/Social and Emotional Counsellors Teachers, Students and Parents

Responsibilities, by area

Goal 1: We focus on continually improving learning

Strategic Area 1 – Learning and Teaching – the Senior Teacher, Student Welfare will:

  • monitor standards of learning and teaching with regard to the Tutorial Programme, registration and pastoral mentoring across Key Stage 3;
  • alongside the Assistant Principal, Student Welfare, monitor, evaluate and lead developments of the Tutorial programme to maximise student learning;
  • provide support and advice on student-related behavioural issues and well-being concerns referred by Heads of Year 7-9 and take recommendations to the Secondary Principal and Secondary Assistant Principal, Student Welfare for action;
  • in consultation with the Heads of Year 7-9, Tutors, Heads of Faculty, and Subject Teacher respond to concerns identified through student progress data; implement strategies, introduce interventions and contribute to future monitoring;
  • organise and monitor Year group assemblies at Key Stage 3;
  • undertake a teaching role (approximately 15-20 % of a full teaching load);
  • lead year group connected learning projects in conjunction with the Senior Teacher, Curriculum and

Strategic Area 2 – Professional – the Senior Teacher, Student Welfare will:

  • demonstrate the highest standards of professional behaviour and act as an ambassador for Bangkok Patana School both within the school and amongst the wider community;
  • organise and contribute to CPL opportunities relating to pastoral care or the development of the pastoral curriculum in liaison with the Assistant Principals;
  • act as a reviewer to the Head of Years 7-9 and the social and emotional counsellors, as part of the school’s Performance Management system;
  • proactively manage own personal professional learning
  • attend all compulsory Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS);

Strategic Area 3 – Culture and Communication – the Senior Teacher Student Welfare will:

  • actively participate in Secondary School Leadership meetings;
  • present to parents and other groups issues related to pastoral issues and safeguarding;
  • join the Academic Leadership team a specific times
  • communicate effectively with students, parents and the wider community regarding all aspects of student welfare;
  • consistently use and develop information systems to ensure exemplary communication links with all stakeholders;
  • contribute articles related to the pastoral curriculum and student welfare to the Patana newsletter, Term magazines, Yearbook and other publications;
  • nurture and build on the home-school partnership;
  • provide regular and systematic information to the Secondary Principal and the Secondary Assistant Principal, Student Welfare on matters concerning individual student needs and the implementation of pastoral policies; work along the social and emotional counselling team to coordinate the student referral system, liaising with the appropriate specialist support groups and staff;
  • oversee Key Stage 3 social events
  • in conjunction with the Assistant Principal, Student Welfare oversee the transition process from Year 6 to Year 7
  • See additional safeguarding responsibilities below

Goal II: We focus on continually improving learning

Strategic Area 1 – Policy and Planning – the Senior Teacher – Student Welfare will:

  • play a leading role in Secondary School development planning;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a
  • See additional safeguarding responsibilities below
  • coordinate and liaise with Heads of Year 7-9 with respect to their residential budgets and ensure that budgets are submitted in a timely fashion after due consideration.

Strategic Area 3 – Admissions – the Senior Teacher – Welfare will:

  • assist with the introduction of the school to prospective parents;
  • to oversee the school’s student ‘Helping Hands’ programme to support new students at Key Stage 3;
  • follow-up on any safeguarding needs identified during the admission process and make recommendations to the Head of School and Secondary

Strategic Area 4 – Health and Safety – the Senior Teacher – Student Welfare will:

  • Lead and monitor all aspects of Safeguarding provision. To provide robust guidance and direction to all Patana staff in line with all statutory, regulatory and best practice requirements;
  • See additional safeguarding responsibilities

Strategic Area 5 – Facilities – the Senior Teacher, Student Welfare will:

  • ensure all facilities are appropriately deployed to ensure the effective delivery of the pastoral curriculum;
  • contribute to planning the development of the school’s facilities and to liaise with the Secondary Leadership Team on suggestions for enhancing the facilities to ensure optimum use by students

Designated Safeguarding Lead (Secondary): Safeguarding Responsibility

Bangkok Patana School is committed to keeping students protected, safe and secure.

Key safeguarding responsibility:

Work with the Whole School Designated Safeguarding Lead to lead and monitor all aspects of Safeguarding provision. To provide robust guidance and direction to all Patana staff in line with all statutory, regulatory and best practice requirements.

Safeguarding policies, procedures and codes of conduct

  • To develop, promote and annually review policies, procedures and codes of conduct in order to develop an effective, transparent culture of Safeguarding throughout the school.
  • To keep staff informed about any changes to ensure compliance with all policies and procedures.
  • To ensure that all stakeholders, including staff, parents, visitors, nannies and external providers, have a clear understanding of our Safeguarding
  • To make all policies, procedures and relevant documentation easily accessible to

Dealing with concerns and disclosures

  • To ensure that all staff know how to respond to an initial disclosure, including who to inform, and how to record the
  • To ensure that students are taught how to keep themselves safe as part of the pastoral curriculum, including who to talk to if they have a concern.
  • To deal appropriately with any Safeguarding concerns. This includes providing guidance and follow up support to staff following a disclosure or ongoing
  • To deal appropriately with any Child Protection allegation or incident, reporting to HoS, Board Chair and external authorities as

Tracking, record keeping and the sharing of confidential information

  • To support pastoral teams (HoYs /Counselling) to track and monitor students as they move through the
  • To securely store and maintain separate Safeguarding and Child Protection
  • To ensure the safe transfer of all Safeguarding and Child Protection records during any transition.
  • To respond to school requests for Safeguarding and Child Protection information when a student leaves BPS and to contact the DSL in the receiving school if there is an ongoing
  • To keep the relevant Principal informed in the case of any allegation against a member of

Continuous Professional Learning

  • To regularly update own knowledge of best
  • To develop shared expertise within the wider Safeguarding
  • To liaise with the Cross Campus AP CPL, Cross Campus AP ECA and Sports and LS to provide:
  1. Annual refresher training for all
  2. Enhanced training for DSL and staff with a safeguarding responsibility e.g. scenario training
  3. Training for coaches, external providers, music tutors, 1-1 provision
  4. Induction training to include:
    • Staff code of conduct
    • Key staff in school – DSL and other focal points
    • Responding to initial disclosures
    • Recognising types of abuse
    • Reporting procedures
    • NB Staff arriving midyear need to meet with the relevant safeguarding

Developing Safeguarding in partnership with the Business Director and Heads of Department

Liaison with:

  • Marketing Dept: Safeguarding Policy and Parent/Visitor Codes of Conduct are easily accessible to parents and other visitors to the Patana website; oversight of student information and use of images in all school
  • HR team and Cross Campus AP for Continued Professional Learning: training for staff depending on role and degree of contact with
  • Admissions Dept: Safeguarding/Child Protection information for new admissions; joining families understand and abide by the relevant codes of
  • Security and Transport teams: safe end of day provision; site security; safeguarding training for bus monitors, bus drivers, security
  • HR/Recruitment: best practice during the recruitment cycle; police
  • Thai Headmistress and Government Liaison Officer: point of contact re local legislation and law enforcement as it relates to Child Protection in Thailand.

Any additional responsibilities as directed by the Secondary Assistant Principal, Student Welfare or Secondary Principal.

In consultation with the line manager, aspects of these responsibilities will be reviewed and developed on an annual basis in line with the School Development Plan.

Secondary Subject Teachers: Music, Business Studies and Economics, World Languages (Spanish and French), PE, Art, Science (Physics), Mathematics

Secondary Subject Teachers: Music, Business Studies and Economics, World Languages (Spanish and French), PE, Art, Science (Physics), Mathematics

School: Secondary

Allowance group: N/A

Teaching Allocation:   80% of contact periods

Reports to: Head of Faculty or Curriculum Leader

Role and Position in the Organisation:

The subject teacher has a vital role to play in the development of the students in their subject area. All subject teachers also work as a tutor or support tutor within a Year group.

Subject teachers work in a team alongside their Head of Faculty/Curriculum Leader. They plan and teach in accordance with the agreed schemes of work and assessment policies for the Faculty area. As teaching professionals, they work to create a situation in which students become independent learners and achieve their full potential in a positive, caring and stimulating learning environment.

Responsibilities, by area

Goal I: We focus on continually improving learning

Strategic Area 1 – Learning and Teaching – The Secondary Subject Teacher will:

  • proactively seek to develop independent learners;
  • put into practice the school’s Learning and Teaching Policy and other Curriculum Policies;
  • adhere to the school’s Professional Standards for Learning and Teaching;
  • be accountable for the academic, social and emotional well-being of the students in his/her classes;
  • employ a wide variety of teaching and learning strategies including the use of new technologies to make learning both effective and enjoyable;
  • differentiate learning opportunities to fully cater for all students, including English as an Additional Language (EAL) students and those on the Extended Learning and Learning Support registers;
  • prepare and implement a subject-specific recording system according to school, English National Curriculum, (I)GCSE and IB requirements;
  • prepare written and oral reports on the progress of individual students for parents and other interested parties;
  • provide assessment data and information when required;
  • use assessment tools to provide feedback to individual students and inform future planning;
  • use a positive approach to behaviour management;
  • provide a safe environment for students to

Strategic Area 2 – Professional – The Secondary Subject Teacher will:

  • keep abreast of current educational thinking and ideas for curriculum development;
  • commit to an ongoing programme of Continued Professional Learning (CPL), both formally and informally;
  • be actively involved in the school’s Performance Management;
  • contribute fully to school life through the Extra Curricular Activities (ECA) programme and through Secondary and whole school events. Teachers are required to deliver 3 blocks of ECA each year and attend occasional weekend events as required;
  • attend all compulsory Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS).

Strategic Area 3 – Culture and Communication – The Secondary Subject Teacher will:

  • work as part of the Faculty/Curriculum team to promote the subject to parents, students and the wider community as appropriate;
  • use and contribute to the school’s established systems of communication – the Patana Website, the Patana News, Parent conferences;
  • use email in accordance with the school’s Acceptable Use Policy;
  • participate fully in the life of the Year group and the Secondary School;
  • ensure exemplary standards of behaviour and personal responsibility;
  • communicate to parents, students and staff issues related to student safeguarding in order to promote a safe environment for all students

Goal II: We align our structures, policies and practices to support learning

Strategic Area 1 – Policy and Planning – The Secondary Subject Teacher will:

  • work in line with the school’s Guiding Statements, policies and curriculum programmes;
  • work positively as part of the Faculty/Curriculum team in long, medium and short- term planning;
  • ensure planning is differentiated to meet the needs of the students;
  • assess and monitor standards of attainment within the class;
  • ensure planning and student records are easily accessed for monitoring purposes;
  • be involved in planning subject-specific opportunities for vertical articulation with the Primary School;
  • contribute to whole school review and from time to time to volunteer to serve on a new initiative or review committee;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a

Strategic Area 2 – Finance and Resources – The Secondary Subject Teacher will:

  • report to their Curriculum Leader/Head of Faculty on resources needed to enable subject development and progress;
  • help ensure all resources are appropriately stored, maintained and

Strategic Area 3 – Admissions – The Secondary Subject Teacher will:

  • engage positively with new parents and answer any questions related to curriculum provision;
  • ensure new students transfer smoothly into the Secondary School and good relationships are developed with the

Strategic Area 4 – Health and Safety – The Secondary Subject Teacher will:

  • safeguard students against all foreseen risks;
  • maintain a watching brief on health and safety matters and be proactive in reporting any perceived risks to their Head of Faculty/Curriculum

Strategic Area 5 – Facilities – The Secondary Subject Teacher will:

  • use all facilities appropriately and report any maintenance issues to their Head of Faculty or Curriculum Leader;
  • contribute to the planning of facility developments when

These duties will be developed into short and longer-term targets in consultation with the post-holder.

Secondary Outdoor Education / Duke of Edinburgh's International Award Leader

Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader

School: Secondary

Allowance group: B

Teaching Allocation:  Approximately 20% of contact periods and Tutorial

Reports to: Cross Campus Principal

Liaises with: Primary Leader of Learning, Physical Education Secondary Head of Faculty, Physical Education

Direct Reports:  Secondary Outdoor Education / Duke of Edinburgh’s International Assistant Award Leader, Administrative Outdoor Education Coordinator

Role and Position in the Organisation:

Major Role: To provide professional leadership and management of the Outdoor Education (OE) and Duke of Edinburgh’s International Award Programme (DoE/IA) across the Secondary school in order to secure quality opportunities for the students so they develop as independent learners outside the classroom environment on a journey of personal discovery and adventure.

The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader has responsibility for:

  • key developments in the OE and DoE/IA Programmes ensuring the programme criteria are met;
  • ensuring that the opportunities offered are accessible to all students;
  • coordinating and providing support for staff who supervise students during the DoE/IA Programme and other outdoor adventurous activities

Responsibilities, by area

Goal I: We focus on continually improving learning

Strategic Area 1 – Learning and Teaching – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • adhere to the school’s Professional Standards for Learning and Teaching;
  • co-ordinate a team of Duke of Edinburgh’s International Award staff who will support students and help them to
    • identify personal and social goals
    • develop students’ powers of reflection
    • support students in the four (five at Gold Level) aspects
    • support students with the online record book (ORB)
  • ensure there is a range of opportunities available to students for each component of the DoE/IA Programme; service, skill, expedition, physical;
  • proactively seek to develop independent learners who are aware of the aims of the DoE/IA programme;
  • produce a timeline for students showing key dates and deadlines;
  • maintain student records as required by the school and Duke of Edinburgh’s International Award Organisation including the online record book (ORB);
  • ensure that students are prepared for the challenges they will face during their OE and DoE/IA activities.

Strategic Area 2 – Professional – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • keep abreast of current practice and developments in OE and up-to-date qualifications;
  • attend all compulsory Continuing Professional Learning (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS);
  • work closely with the Cross Campus Assistant Principal Continued Professional Learning to ensure CPL opportunities and in relation to recruiting staff and experts;
  • provide leadership for staff involved in the OE and DoE/IA programmes;
  • provide any training and support for staff assisting or leading OE and DoE/IA programmes;
  • provide guidance regarding any documentation that needs to be completed for DoE/IA

Strategic Area 3 – Culture and Communication: – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • liaise closely with the Extra Curricular Activities team, Leader of Learning, Physical Education, (Primary) and Head of Faculty, Physical Education (Secondary) in relation to the delivery of OE opportunities and the DoE/IA Programme;
  • ensure that staff, parents and students are kept informed about OE and DoE/IA activities and initiatives through documentation and publications;
  • publicise achievements and promote the OE and DoE/ IA programme across the school and within the outside community;
  • contact outside individuals and agencies to help develop opportunities for students;
  • communicate on a regular basis to students, parents and staff issues related to student safeguarding in order to promote a safe environment for all students;
  • ensure exemplary standards of behavior and personal responsibility

Goal II: We align our structures, policies and practices to support learning

Strategic Area 1 – Policy and Planning – – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • in relation to Duke of Edinburgh’s International Award policy and protocols ensure that the necessary information is included in the relevant handbooks and other literature;
  • plan the OE and DoE/ IA calendar liaising closely with key staff;
  • understand and adhere to the student safeguarding policy, code of conduct and methods for reporting a concern.

Strategic Area 2 – Finance and Resources – – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • plan and manage the annual OE and DoE/IA budget with guidance from the Cross Campus Principal;
  • plan individual budgets for trips;
  • assist with the budget process for staff who are running OE and DoE/ IA trips

Strategic Area 3 – Admissions – – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • ensure new students transfer smoothly into OE and DoE/IA programmes.

Strategic Area 4 – Health and Safety – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • keep a watching brief on health and safety matters and be proactive in reporting any perceived risks;
  • monitor the performance of external providers including student safeguarding measure and provide recommendations regarding future employment;
  • co-ordinate the inspection of potential sites for activities, expeditions and Residential Visits and produce reports that includes Risk Assessment, matched opportunities to potential students age/experience level and subsequent recommendations;
  • assess existing and potential external instructors and organisations and keep reports on their suitability;
  • ensure that risk assessments are completed for any OA and DoE/IA trips that are arranged through school;
  • safeguard students against all foreseen risks.

Strategic Area 5 – Facilities – – The Secondary Outdoor Education / Duke of Edinburgh’s International Award Leader will:

  • maintain the office and storage area;
  • check and store equipment appropriately;
  • use all facilities appropriately and to report any maintenance issues to the relevant personnel.

Secondary  Outdoor  Education  / Duke of Edinburgh’s International Award Leader: Safeguarding Responsibility

Bangkok Patana School is committed to keeping students protected, safe and secure.

Key safeguarding responsibility:

To support the Designated Safeguarding Lead (DSL) by providing guidance and direction to staff in line with the Patana Safeguarding Policy and Staff Code of Conduct.

Responsibilities

  • To ensure that staff in your team/specified area know how to respond to an initial disclosure.
  • To make Safeguarding procedures and disclosure forms accessible to staff in shared areas and staff
  • Where appropriate, to liaise with the faculty Trip Organiser re Staff, Student and Hotel/Resort Code of Conduct and Guidelines for Hotels and Resorts when planning for Trips and Excursions which requiring overnight provision.

Where roles include supervision of changing facilities, the use of physical touch or 1:1 instruction

  • To make safeguarding a termly item on team
  • To keep staff informed about any changes to policies and
  • To liaise with the AP ECAs/Sports and/or DSL in providing CPL relevant to Safeguarding.
  • To help parents, nannies and other visitors understand our Safeguarding requirements.
  • To ensure that 1:1 instructors know how to respond to an initial disclosure, who to inform, and how to record the information.

These duties will be developed into short and longer-term targets in consultation with the post holder.

Current Cross Campus Academic Openings

Cross Campus Head of Dance and Drama Coach

Cross Campus – Head of Dance and Drama Coach

School: Cross Campus

Allowance group: N/A

Teaching Allocation:  Coaching all year round

Reports to: Cross Campus Assistant Principal, ECA and Sports

Liaises with: Primary Leader of Learning, Physical Education Secondary Head of Faculty, Physical Education

Direct Reports: Cross Campus Assistant Head Dance and Drama Coaches

Role and Position in the Organisation:

The Cross Campus Head of Dance and Drama Coach is a member of the Cross Campus Coaching Leadership Team.

Major Role:

To provide professional leadership and management of the Extra Curricular Dance and Drama Programme in order to secure high quality learning and teaching, the effective use of resources and improving standards of learning and achievement, no matter how high past achievement has been.

The Cross Campus Head of Dance and Drama Coach has responsibility for:

  • the administration and management of the Dance and Drama Academy including parent liaison, financial management, health and safety risk management and facility management;
  • key developments in the Dance and Drama Academy;
  • working with the Dance and Drama Coaches and Physical Education staff to secure the highest level of performance for each individual student on the programme;
  • line management and performance management of 1 – 2 full time assistant head coaches and a team of part-time fixed rate

Goal I: We focus on continually improving learning

Strategic Area 1 Learning and Teaching – The Cross Campus Head of Dance and Drama Coach will:

  • provide appropriate opportunities for students of a wide variety of abilities to extend themselves to their fullest extent; beyond the curriculum by the provision of Dance and Drama extra-curricular activities;
  • put into practice the school’s Learning and Teaching Policy;
  • adhere to the school’s Guiding Statements;
  • coach a group(s) within the Academy programme as needed;
  • provide a planning framework for the development of engaging seasonal and sessional plans to teach skills, develop fitness and choreograph routines for performances;
  • organise auditions for any selective groups in an efficient and transparent manner;
  • in collaboration with the Cross Campus Assistant Principal, ECA and Sports, Leader of Learning, PE Primary, Head of Faculty PE Secondary and Dance coaches, to select groups, and enter these groups into the school databases and inform the Sports and Activities department and keep them informed of any changes that occur throughout the season;
  • keep abreast of all current best practice regarding training methods and examination protocols as well as new and exciting classes for students interested in Dance and

Strategic Area 2 Professional – The Cross Campus Head of Dance and Drama Coach will:

  • lead and line manage the Dance and Drama coaching team;
  • work with the Cross Campus Assistant Principal, ECA and Sports and the Cross Campus Assistant Principal, Continued Professional Learning to recommend programmes of professional development for staff and parents associated with the Dance and Drama programmes of the school;
  • induct new staff with regards to Dance and Drama programme;
  • to ensure a functioning cross-cultural team and climate of mutual respect;
  • recommend developments for the staffing of the Dance and Drama programme;
  • to deliver training for coaches and Dance and Drama personnel;
  • attend (when required) all Continuing Professional Learnings (CPL) sessions linked to student safeguarding, First Aid, English as an Additional Language (EAL) and Learning Support (LS).

Strategic Area 3 Culture and Communication – The Cross Campus Head of Dance and Drama Coach will:

  • work in close partnership with the Cross Campus Assistant Principal, ECA and Sports to ensure communications are of the highest order;
  • liaise closely with the Leader of Learning, PE Primary and Head of Faculty PE Secondary when planning instructional units for the PE and in designing the extra-curricular Dance and Drama programme;
  • keep parents fully informed of activities, selections, programmes and events on a long term and short term basis;
  • assist the Sports and Activities department to answer parental enquiries that may arise;
  • maintain the Dance and Drama Academy online profile via Firefly and any associated social media accounts;
  • participate in whole school leadership meetings (when required) and attend quarterly Cross Campus Coaches meetings;
  • be the main link between the Dance and Drama activities in the school’s curriculum and the extra-curricular Dance and Drama activities;
  • lead presentations to parents on aspects of the Dance and Drama programme;
  • ensure exemplary standards of behaviour and personal responsibility;
  • contribute articles to school and other publications

Goal II – We align our structures, policies and practices to support learning

Strategic Area 1 Policy and Planning – The Cross Campus Head of Dance and Drama Coach will:

  • plan the year’s ECA Dance and Drama programme, including a schedule of performances and examinations;
  • recommend developments in the school’s Dance and Drama curriculum programme, assisting in the writing the relevant instructional units in collaboration with the Leader of Learning, PE Primary and Head of Faculty PE Secondary;
  • ensure the smooth running of all school Dance and Drama competitions, performances and examinations;
  • understand and adhere to the student safeguarding policy, code of conduct and methods of reporting a concern

Strategic Area 2 Finance and Resources – The Cross Campus Head of Dance and Drama Coach will:

  • plan and monitor the ECA budget for all Dance and Drama activities;
  • advise the Cross Campus Assistant Principal, ECA and Sports with regard to fixed assets and facilities development;
  • make available via a suitable ordering system the provision of appropriate uniforms and costumes as needed;
  • ensure resources are used effectively and appropriately

Strategic Area 3 Admissions – The Cross Campus Head of Dance and Drama Coach will:

  • ensure that new students are properly assessed and introduced to the Dance and Drama programme at an appropriate level;
  • ensure that all coaches are aware of relevant medical conditions of new students;
  • assist in the promotion of the Dance and Drama Academy to new families, particularly at the start of each academic year through participation in ECA Open House and ECA induction activities or by request from the Admissions team.

Strategic Area 4 Health and Safety – The Cross Campus Head of Dance and Drama Coach will:

  • ensure that all members of staff associated with Dance and Drama activities are suitably qualified in terms of first aid or other health and safety issues;
  • ensure that all staff are aware of any health conditions of students which may cause difficulties during Dance and Drama activities;
  • assist the Cross Campus Assistant Principal, ECA and Sports in monitoring health and safety matters pertaining to the Dance Studios and Performance spaces and be proactive in reporting any perceived risks;
  • safeguard students against all foreseen risks.

Strategic Area 5 Facilities – The Cross Campus Head of Dance and Drama Coach will:

  • ensure that the school’s ECA Dance and Drama equipment are properly maintained, advising the Cross Campus Assistant Principal, ECA and Sports of any the problems arising that may make training or competition hazardous and logging relevant items with Buildings and Grounds for maintenance, repair or removal;
  • advise the Cross Campus Principal as to how the school’ Dance and Drama facilities might be developed.

 

Bangkok Patana School is committed to keeping students protected, safe and secure.

Key safeguarding responsibility:

To support the Cross Campus Assistant Principal, ECA and Sports by providing guidance and direction to staff in line with the Patana Safeguarding Policy and Staff Code of Conduct.

Responsibilities

  • To ensure that all staff in your team know how to respond to an initial disclosure, who to inform, and how to record the
  • To make Safeguarding procedures and disclosure forms readily accessible to
  • To bring any disclosures, incidents and concerns to the attention of the relevant Designated Safeguarding Leads (DSL).
  • In liaison with the DSL, to provide guidance and support to staff, students and families in response to an ongoing concern or
  • To make safeguarding a half-termly item on team agendas, including regular reminders to delete student images from any personal
  • To keep staff informed about any changes to policies and
  • To support the Cross Campus Assistant Principal, ECA and Sports in providing CPL relevant to
  • To help parents, nannies and other visitors understand our Safeguarding requirements.
  • To oversee the appropriate selection of student images for
  • To abide by the Staff Code of Conduct and specific risk assessment documentation when planning for Trips and Excursions requiring overnight
  • To be aware of the Hotel/Resort Code of Conduct and accompanying

 

These duties will be developed into short and longer-term targets in consultation with the post-holder.

Qualifications

Dance or Drama Teaching Certification
Dance Fitness Qualifications
Education degree or PGCE would be an advantage
First Aid

Current Business Department Openings

  • Recruitment and Training Manager
  • Security Manager