Location: Wuxi Xishan Senior High School
Position: English Language Arts
School Start Date: August 31st, 2026
Onboarding Start: August 24th, 2026
Projected Courses: Grade 10 English, Grade 11 English (Australian state curriculum)
Projected Schedule: 20 40 minute periods/week.

The Australian Secondary School Program at Wuxi Xishan Senior High School is seeking a Senior Level English Teacher for the 2026-27 school year.

The teacher is responsible for delivering a rigorous, supportive English program for senior secondary students who are developing language arts and academic English as an additional language. The role includes teaching a transitional, preparatory English course and a senior academic English course focused on reading, writing, speaking, listening, and critical literacy skills required for success in externally benchmarked senior secondary study. The teacher plays a key role in building students’ language confidence, academic independence, and readiness for advanced assessment expectations in a structured, outcomes-driven environment.

The school's Australian division has been extant since 2014 with over 90% of its graduates matriculating to Group of Eight universities in Sydney and Melbourne. Please contact us directly to receive a detailed information package about the position, program and school.

Wuxi Xishan Senior High School works with the AHEAD Education Group to oversee and manage the onsite HR, scheduling, and academic management of the program.

Requirements
• Bachelor's degree and above
• Recognised teaching qualification in English, TESOL, Applied Linguistics, or a related field.
• Demonstrated experience teaching senior secondary English or advanced EAL learners.
• Strong understanding of academic English literacy development for second-language learners.
• Proven ability to teach structured writing, text analysis, and exam-style responses.
• Excellent classroom management and communication skills.
• High level of professionalism, discretion, and alignment with school values.
• Familiarity with curriculum frameworks used in Australian, British, or similar commonwealth senior secondary systems. (preferred)
• Background in assessment moderation and standards alignment (preferred)
• Eligibility for Chinese z-visa
-Minimum two years teaching experience (visa regulation)
-new z-visa candidates (degree notarization, background check)
-transfer z-visas candidates (release letter, reference letter, etc)

Key Responsibilities
•Design and deliver senior secondary English courses aligned to externally benchmarked curriculum outcomes and assessment standards.
•Teach a preparatory English course focused on academic language development, text comprehension, and foundational writing skills.
•Develop students’ skills in analytical, imaginative, discursive, and persuasive writing.
• Select and adapt texts appropriate for senior secondary learners from diverse linguistic backgrounds.
•Design, administer, and mark a range of formative and summative assessment tasks aligned with senior secondary standards.
•Provide clear, timely, and constructive feedback to support student improvement.
•Maintain accurate records of student progress and achievement.
•Prepare progress reports and communicate effectively with parents and school leadership in bilingual environment.
•Foster student confidence, independence, and academic integrity.
•Participate in curriculum planning, moderation, and collaborative review processes.


Benefits
• Competitive salary commensurate with experience, education, position, and placement
• Housing allowance (~3300RMB/month)
• Annual travel allowance (10680RMB)
• 8-10 weeks paid vacation/year
• Paid sick days and personal days
• Domestic health insurance
• Tax services
• Airport pickup and personal orientation
• Sponsor work (Z) visa, Foreign Expert Certificate & Residence Permit

Grade 11 Course Description
Year 11 English is designed for students who are developing academic proficiency in English alongside their subject studies. Teaching is standards-based and aligned to clearly defined learning outcomes, with progress measured through structured internal assessments. Students engage with a range of imaginative, discursive, and persuasive texts to strengthen reading, writing, speaking, and listening skills. Emphasis is placed on language control, text analysis, and evidence-based writing. Ongoing formative and summative assessments are used to monitor progress, provide feedback, and support student growth toward senior secondary academic expectations.

Thank you for you interest in this position.