Teacher - Humanities - Mubarak Bin Mohammed Cycle 2 & 3 Charter School - AY 25-26

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This full-time onsite Humanities role at Mubarak Bin Mohammed Cycle 2 & 3 Charter School in Abu Dhabi is for AY 25-26 in an American curriculum primary program. The successful candidate will plan engaging lessons, assess progress with Target Tracker, and use data to tailor provision, embedding the Teacher and Learner DNA across the curriculum, alongside behavior management. You’ll collaborate with therapists, contribute to curriculum groups, run a termly ECA, and communicate progress to parents via CPOMS. Essentials include a bachelor’s degree with PGCE or equivalent and 1-2 years’ experience, plus ESL expertise and a positive, professional attitude. To apply, tailor your CV and cover letter to show data-driven planning, inclusive practice for language learners, and a clear fit with our values.

Mubarak Bin Mohammed ( Cycle 2&3 ) Charter School is an American curriculum, mixed gender primary school located in a state of the art building in the heart of Abu Dhabi. We strive for excellence in all that we do through our high expectations and commitment to ensuring that we provide high quality learning opportunities for our students. Our vision is to create “A sustainable and innovative learning community, where we nurture our learners through Collaboration, Leadership and Creativity”. This vision is supported by the MBMC2&3 Learner and Teacher DNA which is at the heart of the school community.
This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi’s leading school group.
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.

Teaching and learning:

• Clear understanding of the Curriculum.
• Organising the classroom provision and learning resources and creating displays to encourage a positive and engaging learning environment.
• Planning, preparing and presenting sessions that cater for the needs of the whole ability range within the class.
• Motivating pupils with enthusiastic, imaginative teaching.
• Observing and assessing children in line with school assessments.
• Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
• Meeting with other professionals such as speech and language therapists, occupational therapists and educational psychologists, if required.
• Ensure Teacher and Learner DNA language and attitudes are being embedded throughout the curriculum

Assessment and data:

• Taking responsibility for the progress of a class.
• Meeting requirements for the assessment and recording of student’s development using Target Tracker.
• Using data provided by assessments to influence further planning, provision and intervention.
• Providing feedback to parents and carers on a student’s progress at Parent Teacher Conferences and other meetings

Behaviour management and duties:

• Follow the school’s behaviour policy.
• Manage classes effectively, using approaches which are appropriate to students’ needs in order to inspire, motivate and challenge pupils.
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary within the school’s behavioural policy.
• Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
• Have high expectations of behaviour, promoting self-control and independence of all learners.
• Carry out duties as directed and within the school’s policy.

Wider professional responsibilities:

• To work as part of a curriculum action group, supporting planning, assessment, resources and special events linked to that team. 
• Support the organising and taking part in school events, outings and activities which may take place at weekends or in the evening.
• Communicate effectively with parents/carers with regards to student’s achievements and well-being using school systems/processes such as CPOMS as appropriate.
• Make a positive contribution to the wider life and ethos of the school
• Run a weekly ECA each term.

Minimum Qualifications

• Bachelor’s degree in the related subject with PGCE or other teacher qualification.

 Minimum Experience

• A minimum of 1-2 years of experience working in a similar role.

Job Specific Knowledge & Skills

• Previous experience working with students whom English is not their first language
• Passion for teaching and commitment to educating the whole child
• A high level of professionalism and consideration of the wellbeing of children
• Recent and consistent involvement in extra-curricular activities
• Respect for all members of a school community, irrespective of position, gender, age and ethnic background
• A positive and solution-focused attitude to working life
• A clean enhanced Disclosure and Barring Services check or police check