1. PSYCHOLOGY-SPECIFIC PEDAGOGY & DIFFERENTIATION
1.1 Classroom & Learning Environment
• To be responsible for effective classroom management that ensures every student can learn, with particular attention to the discussion of sensitive topics (e.g., mental health, trauma, ethical dilemmas) in a culturally appropriate and age-appropriate manner.
1.2 Diagnostic Assessment & Differentiated Instruction
• To conduct initial diagnostic assessments of students' prior psychology knowledge (e.g., familiarity with psychological approaches, research methods, critical thinking skills).
• To design differentiated learning pathways for students with varying levels of prior exposure to psychology within the same IB DP classroom.
1.3 IB DP Syllabus Delivery
• To deliver the full IB DP Psychology course in alignment with the current IB guide, covering core approaches (biological, cognitive, sociocultural), options and HL extension.
• To prepare students for all assessment components: SAQs, essays, Paper 1, Paper 2, Paper 3 (HL), and the Internal Assessment.
1.4 Research Methods & Ethics
• To explicitly teach qualitative and quantitative research methods, including experimental design, ethical considerations, and data interpretation.
• To ensure students understand and apply IB DP psychology ethical guidelines (informed consent, debriefing, protection from harm, etc.) in both IA and class activities.
2. ARTICULATION WITH CHINESE NATIONAL CURRICULUM (CNC)
• To map IB DP Psychology requirements against prior CNC learning in relevant subjects (e.g., Biology, Moral Education, Health Education, Sociology where applicable).
• To develop bridging units that help students transfer CNC-acquired knowledge (e.g., brain structure from Biology, mental health awareness from Moral Education) into IB DP Psychology contexts.
• To collaborate with CNC teachers (e.g., Biology, Moral Education) to identify gaps and align terminology and conceptual understanding across curricula.
3. ASSESSMENT & DATA-INFORMED INSTRUCTION
3.1 Formative & Summative Assessment Design
• To create authentic formative assessments aligned with IB DP criteria (e.g., SAQ drafts, essay outlines, study evaluations, research method quizzes).
• To design summative assessments including mock Papers 1, 2, and 3, and complete IA moderation preparation.
3.2 Data Tracking & Exam Preparation
• To track student progress using IB DP grade descriptors and assessment criteria.
• To use assessment data to identify patterns (e.g., weakness in command terms, study evaluation skills, research method application) and reteach accordingly.
• To manage IA submission timelines and ensure portfolio completeness.
GENERAL RESPONSIBILITIES
• To contribute to the wider school community by supporting psychology-related events, wellbeing initiatives, academic showcases, and house activities.
• To be professionally consistent with the school's mission and values.
• To participate in school workshops, meetings, and IB/external workshops.
• To complete any other job assigned by the Heads of Secondary.