The British School Kathmandu

Kathmandu, Nepal

The British School Kathmandu is committed to safeguarding children and young people. All post holders are subject to appropriate vetting procedures, including checks with past employers, a satisfactory Disclosure and Barring Service check, a Prohibition Order Check and the successful application of an ICPC (International Child Protection Certificate). Our safeguarding and safer recruitment policies are shared with all prospective candidates.

Position Type: Head of Faculty

Contract Type: Full-time

Campus: Kathmandu

Apply by: 09 December 2022

Job Start: August 2023

Job purpose: To provide professional leadership and management of the Faculty in order to secure high quality teaching, the effective use of resources and improved standards of learning and achievement for all students. To lead and support Secondary School initiatives following consultation and agreement with the DHT of Secondary School, for example developing cross curricular links or whole school approaches to numeracy, literacy and ICT. To develop links across the Faculty and build a cohesive approach to school academics, community and student support.

Teaching and Learning 

To lead and develop the learning of all students and teachers in the faculty to ensure excellence.

To keep up to date with general and faculty based pedagogical approaches to teaching and learning, actively implementing them where appropriate including the delivery of INSET to those within and outside of the faculty.

Carry out observations and drop ins efficiently and effectively, recording the findings and acting upon any issues that are identified

Use the PGP programme to ensure teachers in your faculty are focused on the improvement of their own teaching practice.

Ensure that all lessons within the faculty meet the requirements in the TBS Learning Policy cohesively across the faculty.

Oversee the effective use of marking and feedback in the faculty, in line with the TBS Assessment Policy, implementing formative assessment strategies that directly impact student progress.

Ensure that students with ALN are catered for as required and that IEPS and student profiles are used effectively in lesson planning and delivery.

Tracking and Assessment

Use a data driven approach faculty wide to identify learning patterns and areas for intervention.

Create and quality assure faculty tracking systems with specific appropriate subject data, ensuring that this enables teachers to provide the judgements required for each reporting point, supporting Heads of Department and Subject leads in maintaining tracking systems.

Quality assure the entering of data and report comments for each reporting point and ensure all deadlines are met by the faculty.

Oversee the Heads of Department and Subject Leads in the creation of assessment and feedback schedules.

Effectively lead the construction and implementation of action plans across the faculty to address learning gaps and ensure these align with the student live list.


To determine, organise and implement a diverse, flexible, challenging and differentiated curriculum and to ensure an effective assessment framework is implemented.

Quality assure regular assessments ensuring that they accurately assess the relevant curriculum skills.

To organise and run events to promote faculty relevant curriculum skills across the school community.


Monitor and encourage effective follow up to student pastoral issues as they impact the faculty and ensure effective and timely intervention strategies are deployed

Work with the Heads of Key Stage to ensure effective communication of student issues, both pastoral and academic


To ensure the vision for the school is clearly articulated, shared, understood and acted upon effectively by members of the faculty.

To motivate and to work with others to create and develop a positive, collaborative learning culture.

To provide regular coaching and feedback for faculty teachers in a way which recognises good practice and supports progress against their targets (including the facilitation of meaningful and directed CPD), resulting in a tangible impact on student learning across the subject area.

Monitor and evaluate all aspects of the work of the Faculty and proactively address emerging issues 

To support, facilitate and monitor the progress of the designated subject area development plans to ensure they make a significant contribution to the School Improvement Plan.

To work with Heads of Department and subject leads to ensure the department is well resourced and maintain the effective deployment and management of the department budget.

To effectively distribute tasks throughout the faculty ensuring and monitoring their successful completion.

To provide regular progress updates to the SLT to ensure they are fully aware of all successes, issues and concerns in the subject areas.

To manage your own workload and that of others in the faculty to allow for an appropriate work/life balance.

To ensure all faculty documentation is accurate, detailed and meaningful, especially with regards to BSO inspection material.

To chair faculty meetings with a focus on teaching and learning, ensuring a detailed agenda and minutes are produced and distributed in a timely manner.

Whole School

Work as part of a team with other Heads of Faculty and SLT to ensure consistency in application of school policy and the sharing of good practice.

To lead and support Secondary School initiatives following consultation and agreement with the DHT of Secondary School as related to your faculty. 

Lead on developing areas related to the School Improvement Plan designed with the aim of supporting your own professional development, for example developing cross curricular links or whole school approaches to numeracy, literacy and ICT.

Liaise with and support other responsibility holders to ensure the smooth running of wider school events and programmes.

Lead, in liaison with the relevant staff, the effective management of student transition between year groups.

Ensure student leadership opportunities are prevalent throughout the faculty.



Teaching Responsibilities

To inspire our learners through well designed and creative lessons that enable all students to access the curriculum and make significant progress.

To monitor, assess and record the progress and attainment of all students, providing effective formative feedback, so that all have opportunities to develop.

To plan and refine an accessible and challenging curriculum, constantly reflecting on one’s lessons and amending schemes of learning, lesson plans and teaching/learning materials.

To create and maintain a stimulating learning environment, including but not limited to, creative classroom displays, appropriate resources and innovative uses of TBS's other spaces.

To care for our students and ensure a safe, tolerant and compassionate environment for all.

To promote the values and teach the skills required for all students to achieve positive mental health and wellbeing through your role as HoF, teacher and mentor.

To communicate effectively with parents on the progress, attainment and overall development of the students in your care, through written reports and parent/teacher consultation evenings, as well as supporting the school’s ‘open door’ ethos where appropriate.

To help contribute to our caring and collegiate community through being collaborative, empathetic and acting with integrity and kindness to all.

To keep up to date on all pedagogical, syllabus and general educational initiatives and developments, supporting colleagues, taking an active role in all meetings and training, and taking responsibility for one’s own professional growth.

Keep up to date and adhere to all TBS policies and guidelines, including but not limited to, safeguarding, emergency protocols and staff expectations.

Take a full and active role in our extensive outdoor learning programme.

Take a full and active role in our extensive extra and co- curricular programme.

Take a full and active role in our extensive service learning and community partner programme.

Promote a positive profile of the school’s mission and vision to all members of our community.

Other reasonable requests made by the Principal

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Application Form

Section 1

1. Personal Details

2. Teaching Qualifications

3. Education

Include (Most Recent First): Schools (OLevel/GCSE and A-Level or equivalent); College/University (Degree and Higher Degrees); Professional Qualifications (eg: NPQ Qualification)

Institution Name Grades/Results Dates Action

Section 2

1. Current Employment Details

Current employer name*
Current employer postal address*
Current employer country
Current employer website
Current post held
Annual gross salary in GBP
If teaching overseas, annual gross salary in local currency
Other benefits
Type of school
Number of students on roll
Date appointed (YYYY-MM-DD)

2. Previous Teaching / Employment Experience (most recent first)

Type of School Country Name of School/Company Post Held Number on Roll Dates Action

3. Personal interests, including extracurricular activities

4. Details of any significant illness during last 3 years, including days off sick in last 12 months


1. Referees

One referee must be your current Head of School / employer.

School Name / Company Name*
Professional relation to you*
May we take this reference now?*
School Name / Company Name*
Professional relation to you*
May we take this reference now?*

2. Availability

Please indicate any dates you are not available for interview


This post is covered by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 because it is a post which involves working directly with children or young people. You are therefore required to declare whether you have any criminal convictions (or cautions or bind-overs) including those which are “spent”. The amendments to the Exceptions Order 1975 (2013) provide that certain spent convictions and cautions are 'protected' and are not subject to disclosure to employers , and cannot be taken into account. Guidance and criteria on the filtering of these cautions and convictions can be found on the Disclosure and Barring Service website:

Do you have any convictions, cautions, reprimands or final warnings that are not "protected" as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013) – or equivalent in other countries in which you have lived? If yes please give details here.

Are you included in any list of people barred from working with children by the Disclosure and Barring Service (DBS) or the NCTL (National College of Teaching and Leadership) – or equivalent in other countries in which you have lived? If yes please give details here.

Do you consider yourself disabled? (The Disability Discrimination Act says that this would be “a substantial or long term physical or mental impairment or health issue which could adversely affect your ability to carry on normal day to day activity”) If yes, please state the nature of your disability.

Visa Status and validity period (if currently in Nepal)

Upload Documents

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Please Note

  • If your application is successful, prior to taking up your post, you will be required to undergo a Formal Disclosure process through the Disclosure and Barring Service (previously CRB). This will require you to complete a separate DBS application form and to provide a range of more than one piece of documentary evidence of your identity.
  • Although a criminal record involving offences against children is likely to debar you from appointment of this type of post, the existence of other criminal convictions will not necessarily be a bar to employment.
  • Any criminal record information arising out of the disclosure process will be discussed with you before any final decision is made about your employment.

Only complete applications, including all the documents listed above, will be considered. It should be understood that nothing in this form constitutes a contract.