All teachers are expected to live the DCBK values and contribute positively to the College’s strategic aims. They champion high expectations, nurture well-being and inspire a love of learning so that every child can achieve their personal best.
The Primary School Teacher (Early Years) creates a safe, inclusive and stimulating environment in which young children feel known, valued and confident to explore. Through purposeful play, warm relationships and carefully planned learning experiences, the teacher supports children’s social, emotional, physical, language and cognitive development.
The teacher plans and delivers learning that reflects the Early Years Foundation Stage (EYFS) framework and the needs of an international school community. They observe each child closely, respond to their interests and developmental needs, and work in partnership with families and colleagues to build strong foundations for future learning. In all aspects of the role, students come first.
Dulwich College Bangkok combines a rich heritage of British international education with Thai values and culture. Opened in August 2026, the College currently serves students from Nursery to Year 7 and will grow towards 1,800 students with the opening of the Senior School in 2029. As one of the newest schools in the Education in Motion family, we offer the rare opportunity to join a growing school while benefiting from the support, expertise, and resources of an established global network of leading international schools.
Our students enjoy an exceptional educational experience built upon academic excellence, holistic development, student agency, and the Dulwich ethos. Through a rich curriculum, extensive co-curricular programme, and outstanding facilities, we empower students to Live Worldwise.
Dulwich College International is One Family of Schools focused on every student achieving his or her very best in school and life beyond, which is why all our students Graduate Worldwise, ensuring they are confidently prepare for the uncertainties of the future. To guarantee this experience for all our students, we look to recruit the very best practitioners in international education so that, with us, they continue to develop as Worldwise Teachers. Our teaching and learning is grounded in the Dulwich Learning Principles
Our Vision of Teachers
Our Worldwise Teachers:
Display self-control and flexibility and nurture these skills in learners
Promote a love of learning and student wellbeing
Show professional initiative and perseverance
Get on with others and have highly developed communication skills
Are committed to internationalism and equity
Are committed to sustainability and global citizenship
Promote academic rigour and holistic learning
A Worldwise Teacher values:
Evidence-based pedagogy and personalised student learning
A compassionate approach to complex problem-solving
High levels of student motivation and engagement
Professional collaboration and collective efficacy
A Worldwise Teacher's practice:
Lifelong learning and reflective practice
Reveals the complex and inter-disciplinary nature of learning content
Nurtures supportive and dynamic learning environments
Maximises every student’s opportunity to learn
Activates hard thinking processes and skills
Professional Requirements
Safeguarding: Champion pupil welfare and strictly adhere to College child protection and reporting protocols.
Health & Safety: Maintain safety and risk assessment standards; complete timely incident reports and attendance records.
Duty of Care: Provide consistent pastoral care across lessons, play, transitions, trips, and duties.
Inclusion (AEN/EAL): Identify needs early, collaborating with specialists and families to provide targeted support.
Behaviour Support: Use positive, age-appropriate approaches to foster self-regulation and healthy relationships.
Communication: Maintain open, respectful partnerships with children, families, colleagues, and stakeholders.
Team Collaboration: Partner with Early Years colleagues, assistants, and specialists for cohesive provision.
Co-Curricular: Support College events and contribute at least one hour weekly to co-curricular activities.
Parent Consultations: Lead constructive conferences sharing developmental progress and next steps.
Professional Growth: Participate in annual appraisal, complete required CPD, and support school priorities.
Teaching and Learning
Child-Centred Practice: Adapt teaching to each child's cultural background, language profile, and developmental stage.
Classroom Culture: Build a secure, welcoming environment where children feel heard and confident to make choices.
Curriculum Delivery: Deliver a balanced programme of child-led play and adult-guided learning aligned with the EYFS.
Learning Provision: Create indoor and outdoor environments that spark curiosity, independence, and collaboration.
Holistic Development: Advance communication, early literacy and maths, physical skills, and personal-social competence.
Adaptive Teaching: Observe play to differentiate instruction in real time, scaffolding and stretching varied abilities.
Learner Autonomy: Promote independence in daily routines, personal care, and decision-making.
Purposeful Tech: Integrate age-appropriate educational technology to support exploration and learning.
Evidence-Informed: Apply current Early Years research to continually elevate instructional practice.
Assessment, Monitoring, and Reporting
Formative Assessment: Use baseline data and observations to monitor progress and inform next steps.
Evidence Gathering: Document learning through observation and work samples without interrupting play.
Record Keeping: Maintain accurate, compliant developmental records in line with College policies.
Feedback & Reporting: Provide regular updates to families, reporting on progress, strengths, and actionable targets.
Transitions: Share learning profiles with colleagues to ensure seamless progression to the next educational stage.
Qualifications and Experience Required
A bachelor’s degree in education or a relevant field.
A recognised teaching qualification, such as PGCE, QTS or an equivalent teaching licence from another country.
At least two years’ post-qualification teaching experience.
Successful experience teaching children in Early Years.
Sound knowledge of the EYFS framework and child development.
Experience planning and delivering purposeful, play-based learning.
Ability to observe, assess and respond to children’s individual development.
Experience supporting children with English as an additional language or additional educational needs is preferred.
Previous experience in an international school and familiarity with British education are preferred.
Ability to create a safe, inclusive and stimulating learning environment.
Strong communication skills and the ability to build positive partnerships with families.
A collaborative approach to working with teaching assistants and colleagues.
Commitment to safeguarding, professional learning, extra-curricular activities and the wider College community.
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