Specialism overview
Primary roles in British-curriculum international schools usually mean a single class across the core subjects, with specialist teaching for areas such as music, physical education, languages and sometimes computing.
Year group allocation is often confirmed close to the start of the academic year, so flexibility across Key Stage 1 and Key Stage 2 is genuinely useful when you apply.
Typical international-school context
Classes are culturally and linguistically diverse, and many pupils learn in English as an additional language. Strong scaffolding, clear modelling and consistent vocabulary work matter more than in a typical UK setting.
Teaching assistants are common but their role varies a great deal between schools, so ask how support staffing works in practice.
Relevant qualifications
- PGCE or PGDE in primary education, or an equivalent recognised route
- Qualified Teacher Status where the school or regulator requires it
- Evidence of phonics training where the school follows a specific programme
- Post-qualification class teaching experience
Experience schools may value
- Teaching across more than one year group or key stage
- Experience supporting English as an additional language
- Subject leadership or curriculum coordination
- Assessment, moderation and reporting to parents
Preparing your CV
International schools read a lot of CVs, so make the primary detail easy to find. Lead with your current role, then set out the curriculum, year groups and qualifications you have taught, and keep the formatting plain so it survives being forwarded as a PDF.
- Name the curriculum and examination boards you have worked with
- Give year groups or key stages rather than vague phase descriptions
- Include leadership, mentoring or coordination responsibilities
- Mention relevant professional development and accreditation
- Keep it to two pages and avoid photographs or personal identifiers you do not need to share
Interview preparation
Most international recruitment starts with an online interview, often followed by a task, a recorded lesson or a live teaching activity. Schools want to see how you think about learning, not a rehearsed script.
Prepare examples that show impact over time: a group you moved forward, a scheme of work you rebuilt, a pastoral situation you handled well. Have questions ready about curriculum, timetable, support staffing and induction, because thoughtful questions read as professionalism.