Teacher - Arabic

The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.

Minimum Qualifications:

1. A Bachelor s degree in Education or a Bachelor Degree in a related subject with PGCE or equivalent.
2. Minimum 2 year s teaching experience in English National Curriculum.

Job Specific Knowledge & Skills

1. Outstanding teacher.
2. Teaching across the age ability range with proven success, but ideally with approval for Cycle 2 and Cycle 3.
3. Experience of working in more than one International School desirable.
4. Experience of teaching the MoE Curriculum.
5. Strong inter-personal skills.
6. A commitment to School Vision and Mission Statement.
7. Passion for education, teaching, and a belief in the potential of every student.
8. The ability to work under pressure, problem-solve and be resilient.
9. Commitment to continuing professional development (CPD).

Key Tasks

To deliver engaging lessons that inspire students to succeed in order to achieve the best possible outcomes.

Roles and responsibilities include:

1. Teamwork and collaboration.
2. To be an excellent communicator at all levels.
3. Be committed to developing positive relationships with all members of the school community.
4. Working alongside fellow teachers to plan engaging lessons that meet the requirements of the curriculum.
5. Liaising with colleagues professionally and working flexibly.
6. Working with parents to ensure the happiness and best academic outcomes for all children.
7. Working cooperatively with curriculum support staff (where applicable) to support student development.
8. Acting as a form tutor and supporting the pastoral needs of students.

A. Teaching and Learning:

1. Clear understanding of the MoE curriculum for all year groups.
2. Organising classroom provision, learning resources and creating displays to encourage a positive and engaging learning environment.
3. Planning, preparing and presenting sessions that cater for the needs of the whole ability range within the classes taught.
4. Motivating pupils with enthusiastic, imaginative teaching.
5. Observing and assessing children in line with the school assessment policy.
6. Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
7. Ensure the Mamoura British Academy Teacher and Learner DNA language and attitudes are being embedded throughout the curriculum.

B. Assessment and Data

1. Taking responsibility for the progress of classes taught.
2. Meeting requirements for the assessment and recording of students development using the schools designated assessment system.
3. Using data provided by assessments to influence further planning, provision and intervention.
4. Providing feedback to parents and carers on a students progress at Parent Teacher Conferences and other meetings.

C. Behaviour Management and Duties

1. Follow the school s Behaviour Policy.
2. Manage classes effectively, using approaches which are appropriate to students needs to inspire, motivate and challenge pupils.
3. Maintain excellent relationships with pupils, exercise appropriate authority, and act decisively when necessary within the school s Behaviour Policy.
4. Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
5. Have high expectations of behaviour, promoting self-control and independence of all learners.
6. Ensure the Mamoura Values DNA language and attitudes are being embedded throughout the curriculum.
7. Carry out duties as directed and within the school s policy.

D. Wider Professional Responsibilities

1. To work as part of a department team, supporting planning, assessment, resources and special events linked to that team.
2. Support the organising and taking part in school events, outings and activities which may take place at weekends or in the evening.
3. Communicate effectively with parents/carers with regards to students achievements and well-being using school systems/processes such as CPOMS as appropriate.
4. Make a positive contribution to the wider life and ethos of the school.