Head of Psychology

Description & Requirements

Role Description

JOB TITLE

Head of Psychology

DEPARTMENT

Secondary School

LOCATION

Shanghai

SUPERVISOR

Head of Humanities

OBJECTIVES

The Head of Psychology is responsible for leading and developing high-quality Psychology provision across Years 10–13, ensuring that all pupils make strong progress and achieve their academic potential. The post holder will drive an ambitious, inclusive and data-informed subject strategy, securing a coherent curriculum, excellent teaching, effective assessment and strong progression into higher education.

The role focuses primarily on teaching and leading IGCSE Psychology in Years 10–11 and IB Diploma Programme Psychology in Years 12–13. The post holder will develop pupils’ understanding of human behaviour and mental processes, critical thinking, research literacy and ability to evaluate psychological evidence.

The role includes responsibility for subject development, quality assurance, resource management and, where applicable, the development and performance management of Psychology teaching staff. The Head of Psychology will also support pupils considering Psychology and related disciplines at university.

In addition to their core Psychology responsibilities, the post holder may be required to contribute to KS3 Humanities teaching coordination and collaborative curriculum planning, according to their expertise and the needs of the school. Any such allocation will be agreed with the Deputy Head (Academic), with appropriate regard for the quality and continuity of Years 10–13 Psychology provision.

KEY RESPONSIBILITIES

Psychology Strategy, Curriculum & Progression

• Lead the design, implementation and review of an ambitious Years 10–13 Psychology curriculum aligned with the school’s ethos, academic priorities and relevant examination requirements.
• Develop and maintain coherent schemes of work for Years 10–11 Psychology and IBDP Psychology, ensuring appropriate sequencing, depth, challenge and progression.
• Ensure the curriculum develops secure psychological knowledge alongside critical evaluation, research methods, data interpretation and academic writing.

• Plan effective progression from Years 10–11 into IBDP Psychology, including appropriate support for pupils who enter the IB course without prior study of the subject.

• Maintain up-to-date knowledge of examination specifications and IB requirements, ensuring curriculum and assessment arrangements reflect the requirements applicable to each pupil cohort.
• Develop a clear subject improvement plan informed by pupil outcomes, teaching evaluations and school priorities.
• Promote Psychology through options events, curriculum information sessions and communication with pupils and parents.

Teaching & Learning Quality

• Maintain a substantial teaching commitment, primarily in Years 10–13 Psychology, as agreed with Head of Humanities.
• Model excellent Psychology teaching and maintain high expectations for achievement, engagement and behaviour.

• Develop pupils’ ability to explain psychological concepts, apply knowledge to unfamiliar contexts and critically evaluate theories, studies and research claims
• Teach research methods, ethical considerations and relevant quantitative and qualitative skills explicitly and systematically
• Promote thoughtful discussion of competing explanations, cultural perspectives and the strengths and limitations of psychological evidence
• Embed effective scaffolding, differentiation and extension, including support for academic vocabulary, examination command terms and extended written responses.
• Monitor the quality of Psychology provision through appropriate lesson observations, learning walks, work scrutiny, pupil voice and progress reviews.
• Ensure consistent implementation of the school’s behaviour policy and maintain a respectful, inclusive learning environment.

Assessment, Data & Reporting

• Establish clear assessment, feedback, standardisation and moderation practices appropriate to the subject and department structure.
• Track and analyse pupil attainment and progress, identifying misconceptions, underachievement and opportunities for further challenge.
• Translate assessment evidence into adjustments to teaching, targeted intervention and enrichment.
• Oversee preparation for internal and external examinations, including mock examinations and structured revision programmes.
• Coordinate the planning, supervision, assessment and submission of IB internal assessment requirements in accordance with current IB guidance.
• Work with the IB Coordinator and examinations officer to ensure accurate records, appropriate predicted grades and timely completion of assessment requirements.
• Uphold academic integrity, including appropriate referencing, authentic pupil work and responsible use of AI in line with school and awarding-body policies.
• Produce annual analyses of examination results and subject outcomes, identifying clear priorities for improvement.
• Provide timely, accurate and evidence-based reports and communicate effectively with parents about pupil progress and support needs.

Research Ethics, Enrichment & University Preparation

• Establish clear expectations for ethical practice in all pupil research activities, following school policies and relevant awarding-body guidance.
• Ensure research activities receive appropriate approval and address informed consent, confidentiality, the right to withdraw and the protection of participants from harm.
• Ensure pupils are not required to disclose sensitive personal experiences or mental health information as part of classroom learning or assessment.
• Develop enrichment opportunities such as a Psychology society, academic discussions, wider reading, guest talks and university engagement.
• Encourage pupils to distinguish well-supported psychological findings from misinformation, oversimplified claims and unsupported applications.
• Supervise Psychology Extended Essays where allocated and appropriate, in accordance with current IB requirements and school procedures.
• Work with the Higher Education and Career team to support pupils considering Psychology and related degree programmes through wider reading, independent inquiry and appropriate academic preparation.
• Keep guidance informed by current university course requirements, including relevant subject prerequisites where applicable.

Staff Development (CPD), Coaching & Collaboration

• Where Psychology teaching staff are assigned to the department, lead their induction, professional development and appraisal in accordance with school policy.
• Establish clear expectations for curriculum delivery, assessment, feedback and professional practice.
• Identify individual and subject-level development needs and provide appropriate coaching, mentoring and professional learning opportunities.
• Promote collaborative planning, resource sharing and consistent assessment practice.
• Maintain active professional learning in Psychology teaching, examination requirements and IB curriculum developments.
• Share effective practice with colleagues in Humanities, Science and other relevant departments, particularly in research literacy, critical thinking and academic writing.
• Contribute to professional collaboration across the wider Wellington College China network.
• Maintain accessible subject documentation and resources to support continuity and future staffing development.

Inclusion, Well-being & Pastoral Collaboration

• Foster an inclusive classroom culture in which pupils can explore psychological ideas respectfully and with intellectual curiosity.
• Collaborate with ELL, Learning Support and pastoral teams to address language, learning and well-being needs affecting progress.
• Ensure pupils with different starting points have equitable access to support, challenge and enrichment.
• Approach sensitive topics, including mental health, identity and human behaviour, in an age-appropriate and culturally responsive manner.
• Maintain clear professional boundaries between teaching Psychology and providing counselling, diagnosis or therapeutic support.
• Refer safeguarding or well-being concerns promptly through the school’s established procedures.
• Support informed subject choices and effective transitions into Years 10 and 12 and onward to higher education.
• Balance academic ambition with pupil well-being, particularly during assessment and university application periods.

KS3 Humanities Contribution & Teaching Flexibility

• Contribute to KS3 Humanities teaching where required, in accordance with school needs, timetable arrangements and the post holder’s subject expertise.
• Work under the curriculum guidance of the relevant Humanities leader to deliver agreed schemes of work, assessments and reporting requirements.
• Support the development of transferable skills, including enquiry, source evaluation, evidence-based argument, academic writing and understanding different perspectives.
• Participate in relevant collaborative planning and professional learning to ensure effective delivery of allocated KS3 Humanities lessons.
• Agree the scope and balance of any KS3 contribution with the Head of Humanities, maintaining Years 10–13 Psychology as the primary focus of the role.

Departmental Leadership, Resources & Timetable Coordination

• Lead Psychology planning and review meetings as appropriate, maintaining clear records and monitoring agreed actions.
• Develop and manage the subject budget in line with school procedures and academic priorities.
• Select and maintain appropriate textbooks, research materials, digital resources and learning platforms.
• Coordinate Psychology timetable requirements with the Deputy Head (Academic), taking account of examination classes, pupil pathways and any agreed KS3 Humanities allocation.
• Advise senior leaders on staffing, professional development and resource needs.
• Maintain an up-to-date subject handbook and accessible curriculum, assessment and operational documentation.
• Ensure pupil work and research-related information are stored securely and retained in accordance with school policy.

BEHAVIOURS: LEADERS AS CHANGEMAKERS

Key Leadership Mindset:

• “Big Picture” Thinking – Balance day-to-day teaching and subject management with a coherent long-term vision for Psychology across Years 10–13.
• Servant Leadership – Support colleagues with the guidance, resources and professional trust needed to deliver excellent provision.
• Growth Mindset – Continuously seek better ways to develop curriculum, teaching, assessment and pupil support.
• Mentoring and Coaching – Develop colleagues’ subject expertise, confidence and capacity to fulfil their roles and career aspirations.

The post holder should exhibit a combination of strategic, analytical, operational and people leadership behaviours. The following behaviours are essential for success in this role:

Data-Driven Decision-Making:

• Analytical Thinking: Interpret attainment, progress and examination data and translate findings into practical actions.
• Evidence-Informed Evaluation: Use a balanced range of evidence to evaluate provision, recognising pupil starting points and the limitations of small subject cohorts.

Strategic Leadership:

• Visionary Planning: Align Psychology development with the school’s academic priorities and pupils’ future pathways.
• Stakeholder Communication: Present clear curriculum and teaching evaluations to support informed decision-making.
• Proactive Problem-Solving: Identify barriers to learning, curriculum gaps and operational challenges and implement appropriate responses.

Operational Excellence:

• Process Efficiency: Maintain clear and effective assessment, reporting and subject management systems.
• Resource Stewardship: Manage budgets, resources and timetable priorities responsibly.
• Deadline Management: Meet academic, examination and IB submission deadlines.
• Legacy: Establish sustainable systems and documentation that support continuity for future staff.

Collaborative & Supportive Leadership:

• CPD & Training: Support colleagues through professional learning, coaching and constructive feedback.
• Interdepartmental Coordination: Work effectively with Humanities, the IB Coordinator, Higher Education, ELL, Learning Support and pastoral teams.
• Shared Responsibility: Contribute positively to wider school priorities while maintaining clear accountability for Psychology provision.

Adaptability & Change Management:

• Responsive to Emerging Needs: Adapt to changing pupil needs, examination specifications and IB curriculum requirements.
• Teaching Flexibility: Contribute constructively to agreed KS3 Humanities teaching, undertaking appropriate preparation and professional learning.
• Continuous Improvement: Regularly review and refine practice to improve quality, efficiency and impact.

Ethical & Transparent Leadership:

• Research Ethics: Model responsible research practice and safeguard pupils and research participants.
• Data Confidentiality: Handle pupil, staff and research-related information in accordance with applicable data protection requirements and school policies.
• Fairness in Assessment: Ensure assessment, reporting and access to opportunities are consistent and equitable.
• Integrity in Decision-Making: Use evidence objectively and acknowledge uncertainty and limitations.
• Values-Led Leadership: Model kindness, courage, integrity, respect and responsibility.

Stakeholder Engagement:

• Leadership & Parent Communication: Provide clear, evidence-based information about Psychology provision, pupil progress and academic pathways.
• Student-Centred Focus: Place pupil learning, well-being and long-term development at the centre of decision-making.
• WCC: Ensure relevant Wellington College China policies and guidance are implemented at school level.

BASIC QUALIFICATION

Education: 

• A Bachelor’s degree in Psychology or a closely related discipline with substantial Psychology content.
• A recognised teaching qualification.

Further Education and Professional Learning:

• A postgraduate qualification in Psychology, Psychology Education or Educational Leadership would be beneficial.
• Evidence of sustained professional learning in Psychology teaching, curriculum development, assessment or educational leadership.
• Relevant IB professional development or a commitment to undertaking required IB training.

Working experience: 

• Substantial successful experience teaching secondary Psychology, including examination classes.
• Experience teaching Psychology at GCSE/IGCSE stage or an equivalent level.
• Successful experience teaching IBDP Psychology, preferably at both Standard Level and Higher Level.
• Candidates whose post-16 experience is primarily in A-Level Psychology may be considered, provided they demonstrate the capacity and commitment to develop expertise in IBDP Psychology.
• Demonstrable experience of subject leadership, curriculum development or comparable responsibility, with evidence of positive impact.
• Experience supporting research-based pupil work and promoting academic integrity.
• Experience of staff development, appraisal or departmental management would be advantageous.
• Experience teaching KS3 Humanities, or the ability and willingness to contribute effectively to this provision, is desirable.
• Experience in an international school setting would be advantageous.

EXPERTISE

• Strong Psychology subject knowledge and the ability to explain complex concepts accurately and accessibly.
• Secure understanding of progression from introductory Psychology to demanding pre-university study.
• Strong knowledge of psychological research methods, ethical principles, data interpretation and critical evaluation.
• Understanding of relevant examination specifications and current IBDP Psychology curriculum and assessment requirements.
• Ability to develop pupils’ analytical writing, evidence-based argument and independent learning.
• Proven ability to use assessment and progress data to improve teaching and target support and challenge.
• Ability to support multilingual learners and pupils with additional learning needs without reducing academic ambition.
• Capacity to lead subject development and, where applicable, develop and manage colleagues effectively.
• Strong organisational skills in curriculum planning, assessment coordination, budgeting and resource management.
• Ability to contribute to KS3 Humanities through effective enquiry-based teaching and collaboration with subject specialists.
• Excellent communication and relationship-building skills with pupils, parents, colleagues and external partners.
• Sound professional judgement when addressing sensitive topics and maintaining safeguarding and pastoral boundaries.

OTHER INFORMATION

• The post holder must uphold the highest standards of safeguarding and child protection and comply with all relevant school policies and procedures.
• The post holder is expected to uphold the Wellington Values and adhere to the Staff Handbook and applicable Wellington College China policies.
• The principal teaching and leadership focus of the role is Psychology across Years 10–13. A contribution to KS3 Humanities may form part of the agreed teaching allocation according to school needs and the post holder’s expertise.
• The post holder will contribute to the wider life of the school, including appropriate pastoral responsibilities, enrichment activities, parent events and staff meetings.
• The post holder will undertake other duties reasonably requested by the school leadership, consistent with the nature and level of the role.
• This job description may be reviewed in consultation with the post holder to reflect the evolving needs of the school.

As an employer of choice, Wellington College Education (China) is committed to making professional learning and personal development central to its ethos and approach. WCEC fully recognises its responsibilities for safeguarding children. Our safeguarding policy applies to all staff, governors and volunteers working in the Group.