Head of Science

Subject Leaders at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community. The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint.

All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues.

Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.

This critical role will ensure a solid foundation in the subject of Science, mapping skills, developing the curriculum and supporting assessment, whilst also helping to ensure that the standard of teaching in this subject is excellent. This role will encompass the academic direction of Science, but also support the wider application and enjoyment of the subject across the curriculum and extra curricular programme.

ACCOUNTABILITY

Line managed by the Head of Seniors

Core Responsibilities:

Subject Knowledge 

• Lead on the subject of Science across the whole school with responsibility for teaching as well as leading;
• Support pupils to develop a love of Science, and lead on a programme that enables all children to make progress across the subject;
• Knowledge to lead a department of individuals, developing a strategy and taking the team along with you;
• Experience of teaching Science as part of the American curriculum (Common Core) and/or the IB;
• An understanding of how the Science curriculum is developed over time, taking into consideration skills, knowledge and understanding;
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding whilst also being well prepared for external assessments;
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education;
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests;
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity;
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum.

Curriculum Design and Adaptation

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum;
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry;
• Consider ways to communicate this clearly to parents and other stakeholders;
• Ensure pupils are fully prepared for external assessments and credits – American curriculum and IB;
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students;
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students;
• Plan for effective use of digital technology;
• Plan for effective use of learning resources which optimise learning;
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning;
• Use internal tracking systems to monitor and report on progress;
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes.

Learning and Teaching

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential;
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere;
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position;
• Provide students with regular feedback and encourage them to reflect and respond to their feedback;
• Ensure that lessons are appropriately planned, delivered and reviewed;
• Promote a love of learning and children’s intellectual curiosity;
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice;
• Embrace the School’s approach to inclusion and innovation;
• Support all children to behave with integrity, respect and compassion;
• Have an understanding of the importance of a smooth transition between year groups and classes;
• Place children central to the purpose of learning;
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately;
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class.

Collaboration and Community

• Lead with integrity, honesty and compassion;
• Show the upmost respect of the local context;
• Line manage members of the Science team;
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching;
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development;
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community;
• Lead on a programme of quality assurance in Science – supporting colleagues to be the best that they can be for their children, and bringing a strong level of accountability;
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School;
• Share expertise through Professional Learning and Development (PLD);
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects;
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer;
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being;
• Show tolerance of and respect for the rights of others;
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality;
• Present a positive image of the School to all other stakeholders;
• To be a part of a duty team and undertake the responsibilities desired, commensurate to current workload and cross-curricular activities;
• Any other reasonable requests made by the Senior Leadership Team

Safeguarding, Inclusion and Wellbeing

• Taking a proactive approach to safeguard all children and members of the School community;
• Commit to upholding all school policies and procedures;
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice;
• Promote the general progress and well-being of all students and report concerns to a staff member;
• Provide guidance and advice to students on educational, pastoral and social matters;
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities;
• Ensure positive behaviour for learning for all students in line with the School’s policy;
• Work to foster a positive working environment in the subject area that supports students’ learning;
• Provide an effective role model for students in terms of your own professional practice.
• Ability to plan learning opportunities with other colleagues, including best transition processes

Qualifications, Skills and Experience

• A relevant Bachelor’s Degree in Science;
• A Postgraduate Certificate of Education or Teaching Qualification;
• Previous leadership experience;
• A minimum of two years relevant teaching experience;
• Excellent working knowledge of the American system/IB system;
• A proven track record of effective teaching;
• A commitment to academic progress and the welfare and safeguarding of students;
• Knowledge and understanding of recent educational developments and best practice;

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

The responsibilities as listed above will be subject to review and may be amended following consultation with the Principal.

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding.

Teacher of Sport (Senior School) 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community. The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.  ACCOUNTABILITY  Line managed by the Head of Department/Academic Deputy Head  Core Responsibilities:  Subject Knowledge 

• Develop a love of Sport and physical activity for all pupils; 
• Be a passionate athlete who can model this to the pupils; 
• Experience of teaching Sport as part of the American curriculum (Common Core) and/or the IB; 
• An understanding of how Sport is developed over time, taking into consideration skills, knowledge and understanding; 
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding whilst also being well prepared for external assessments 
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education; 
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests; 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity; 
• The ability to coach teams, ensuring they not only develop skills but also sportsmanship; 
• Ensure all safety considerations are made when working in a practical manner; 
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum. 

Curriculum Design and Adaptation 

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum; 
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry; 
• Ensure pupils are fully prepared for external assessments and credits – American curriculum and IB 
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students; 
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students; 
• Plan for effective use of digital technology; 
• Plan for effective use of learning resources which optimise learning; 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning; 
• Use internal tracking systems to monitor and report on progress; 
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere; 
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position; 
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback 
• Ensure that lessons are appropriately planned, delivered and reviewed; 
• Promote a love of learning and children’s intellectual curiosity; 
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice; 
• Embrace the School’s approach to inclusion and innovation; 
• Support all children to behave with integrity, respect and compassion; 
• Have an understanding of the importance of a smooth transition between year groups and classes; 
• Place children central to the purpose of learning; 
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class. 

Collaboration and Community 

• Take on a home room teacher role, providing pastoral support to the children in your care 
• Show the upmost respect of the local context; 
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching; 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development; 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community; 
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School; 
• Share expertise through Professional Learning and Development (PLD); 
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects; 
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer; 
• Ensure plentiful opportunities for the performance of music and the experience of being in a choir or ensemble; 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being; 
• Show tolerance of and respect for the rights of others; 
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; 
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality; 
• Present a positive image of the School to all other stakeholders. 
• Any other reasonable requests made by the Senior Leadership Team 

Safeguarding, Inclusion and Wellbeing 

• Taking a proactive approach to safeguard all children and members of the School community; 
• Commit to upholding all school policies and procedures; 
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice; 
• Promote the general progress and well-being of all students and report concerns to a staff member; 
• Provide guidance and advice to students on educational, pastoral and social matters; 
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities; 
• Ensure positive behaviour for learning for all students in line with the School’s policy; 
• Work to foster a positive working environment in the subject area that supports students’ learning; 
• Provide an effective role model for students in terms of your own professional practice. 
• Ability to plan learning opportunities with other colleagues, including best transition processes 

Qualifications, Skills and Experience 

• A relevant Bachelor’s Degree in Sport or Sports Education; 

• A Postgraduate Certificate of Education or Teaching Qualification 
• Excellent working knowledge of the American system/IB system; 
• A proven track record of effective teaching; 
• A commitment to academic progress and the welfare and safeguarding of students; 
• Knowledge and understanding of recent educational developments and best practice; 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding. 

Teachers at Beech Hall School will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community. Our school is proudly inclusive and innovative, supporting all pupils to reach and unleash their potential, through the delivery of a powerful curriculum and in the care of nurturing and inspiring teaching staff.

The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. This approach enhances our teaching of the ICA international curriculum, and the American Curriculum from Grade 9. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues.

ACCOUNTABILITY: Head of SEN Unit

Core Responsibilities:

The Higher Level Teaching Assistant in the SEN Provision plays a critical role in supporting students with high-demand special educational needs. This position emphasizes individualized and intensive support for students in small group SEN classes under the supervision of the SEN Specialist.

Individualized Student Support

• Provide one-on-one or small-group support to students with significant special educational needs, tailoring assistance to meet their specific developmental and educational goals.
• Implement and monitor Individualized Education Plans (IEPs) under the guidance of the SEN Specialist, ensuring alignment with established learning objectives.
• Support students in overcoming barriers to learning, such as academic challenges, behavioral difficulties, or social-emotional needs.

Classroom and Learning Environment Assistance

• Assist the SEN Specialist in setting up and maintaining a structured, safe, and inclusive classroom environment.
• Facilitate the use of assistive technologies and adaptive resources to enhance student learning and engagement.
• Help with classroom preparation, including organizing materials, modifying assignments, and creating tailored activities to meet diverse needs.
• Behavioral and Social-Emotional Support
• Implement behavior management strategies in collaboration with the SEN Specialist and based on each student’s IEP and needs to foster a positive and supportive learning environment.
• Encourage students in developing appropriate social skills and self-regulation techniques.
• Provide emotional support to students during challenging situations, offering strategies for coping and self-advocacy.

Intervention and Therapy Support

• Assist in the delivery of evidence-based interventions, based on the curriculum adopted in the class, designed to address students’ academic, social, and developmental needs.
• Contribute to the design and implementation of individualized transition programs when students move between settings or educational levels.

Data Collection and Collaboration

• Collect and maintain accurate data on student performance, behavior, and progress to inform ongoing evaluations and interventions.
• Collaborate closely with the SEN Specialist, and stakeholders, ensuring consistent communication and teamwork to meet student needs.
• Participate in meetings and reviews, contributing insights to the development and refinement of student IEPs.
• Training and Professional Development
• Engage in training programs and workshops to enhance skills in working with students with demanding special educational needs.
• Stay updated on best practices and emerging strategies for supporting students with diverse needs.

Collaboration and Community

• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching.
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development.
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community.
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School.
• Share expertise through Professional Learning and Development (PLD).
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects.
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer.
• To provide cover for the lessons of other teachers as and when required; to carry out break and/or lunch duties.
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being.
• Show tolerance of and respect for the rights of others.
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality.
• Present a positive image of the school to all other stakeholders.
• Anything else reasonably requested by the Senior Leadership Team.

Safeguarding, Inclusion and Wellbeing

• Taking a proactive approach to safeguard all children and members of the School community.
• Commit to upholding all school policies and procedures.
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice.
• Promote the general progress and well-being of all students and report concerns to a staff member.
• Provide guidance and advice to students on educational, pastoral and social matters.
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities.
• Ensure that lessons are appropriately planned, delivered and reviewed.
• Assess, record and report on the development, progress and attainment of students in line with school policy.
• Ensure positive behaviour for learning for all students in line with the School’s policy.
• Work to foster a positive working environment in the subject area that supports students’ learning.
• Provide an effective role model for students in terms of your own professional practice.
• Ability to plan learning opportunities with other colleagues, including best transition processes.

Qualifications, Skills and Experience

• A relevant bachelor’s degree.
• UK Postgraduate Certificate of Education or Teaching Qualification
• A minimum of two years relevant teaching experience.
• Excellent working knowledge of the American System/IB system.
• A proven track record of effective teaching.
• A strong academic background, stature and experience that will command the respect of pupils, parents, colleagues and the wider community.
• A commitment to academic progress and the welfare and safeguarding of students.
• Knowledge and understanding of recent educational developments and best practice.

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The school expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding;

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

The responsibilities as listed above will be subject to review and may be amended following consultation with the Senior Leadership Team.

To apply for a vacancy, please email hr@beechhallschoolriyadh.com. We look forward to welcoming you to our team at Beech Hall School Riyadh!

Teacher of Drama (Primary)

 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

 

The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.

ACCOUNTABILITY

Line managed by the Head of Primary

Core Responsibilities:

Subject Knowledge 

• Develop a love of Drama and performance for all pupils;
• Experience of teaching Drama and performance in the primary year groups;
• An understanding of how Drama is developed over time, taking into consideration skills, knowledge and understanding;
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding of the subject. Utilise this information to complete written reports and to feedback to parents at parents’ evenings;
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education;
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests;
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity;
• Ensure all safety considerations are made when working in a practical manner;
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum.

Curriculum Design and Adaptation

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum;
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry;
• Enable all pupils to take part in lessons and performances, developing self-confidence over time;
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students;
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students;
• Plan for effective use of digital technology;
• Plan for effective use of learning resources which optimise learning;
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning;
• Use internal tracking systems to monitor and report on progress;
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes.

Learning and Teaching

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere;
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position;
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback
• Ensure that lessons are appropriately planned, delivered and reviewed, taking account of the given curriculum as well as of the cohorts being taught;
• Promote a love of learning and children’s intellectual curiosity;
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice;
• Embrace the School’s approach to inclusion and innovation;
• Support all children to behave with integrity, respect and compassion;
• Have an understanding of the importance of a smooth transition between year groups and classes;
• Place children central to the purpose of learning;
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately.
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class.

Collaboration and Community

• Take on a home room teacher role, providing pastoral support to the children in your care
• Contribute to the school’s programme of performances over the year, helping with plays, showcases and other ways for children to perform;
• Show the upmost respect of the local context;
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching;
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development;
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community;
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School;
• Share expertise through Professional Learning and Development (PLD);
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects;
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer;
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being;
• Show tolerance of and respect for the rights of others;
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality;
• Present a positive image of the School to all other stakeholders.
• Any other reasonable requests made by the Senior Leadership Team

Safeguarding, Inclusion and Wellbeing

• Taking a proactive approach to safeguard all children and members of the School community;
• Commit to upholding all school policies and procedures;
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice;
• Promote the general progress and well-being of all students and report concerns to a staff member;
• Provide guidance and advice to students on educational, pastoral and social matters;
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities;
• Ensure positive behaviour for learning for all students in line with the School’s policy;
• Work to foster a positive working environment in the subject area that supports students’ learning;
• Provide an effective role model for students in terms of your own professional practice.
• Ability to plan learning opportunities with other colleagues, including best transition processes

Qualifications, Skills and Experience

• A relevant Bachelor’s Degree in Drama or Performing Arts;
• A Postgraduate Certificate of Education or Teaching Qualification
• A minimum of two years relevant teaching experience;
• Excellent working knowledge of the international sector;
• A proven track record of effective teaching;
• A commitment to academic progress and the welfare and safeguarding of students;
• Knowledge and understanding of recent educational developments and best practice;

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding.

Every effort has been made to ensure all the core responsibilities of the post are included in this document. However, the team reserve the right to change this Job Description to better match the needs of the school and the pupils.

To apply for a vacancy, please email hr@beechhallschoolriyadh.com. We look forward to welcoming you to our team at Beech Hall School Riyadh!

Kindergarten Teacher 

 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

  The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.  ACCOUNTABILITY  Line managed by the Head of Primary  Core Responsibilities:  Subject Knowledge 

• Support a curriculum that enhances the 7 areas of the EYs curriculum and utilizes the thematic approach of the IEYC; 
• Experience of teaching KG1, 2 or 3 in a thematic and child-led way, taking into account the need to tailor the curriculum to the talents, needs and interests of the children in your care; 
• An understanding of how learning is developed over time, taking into consideration skills, knowledge and understanding; 
• Clarity of how the assessment happens in KG, ensuring that pupils have a rich and holistic understanding whilst also identifying next steps in learning and progress; 
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education; 
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests; 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity; 
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum. 

Curriculum Design and Adaptation 

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum; 
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry; 
• Ensure pupils experience continuous provision, both outside and inside the classroom; 
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students; 
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students; 
• Plan for effective use of digital technology; 
• Plan for effective use of learning resources which optimise learning; 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning; 
• Use internal tracking systems to monitor and report on progress; 
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere; 
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position; 
• provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback 
• Ensure that lessons are appropriately planned, delivered and reviewed; 
• Promote a love of learning and children’s intellectual curiosity; 
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice; 
• Embrace the School’s approach to inclusion and innovation; 
• Support all children to behave with integrity, respect and compassion; 
• Have an understanding of the importance of a smooth transition between year groups and classes; 
• Place children central to the purpose of learning; 
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class. 

Collaboration and Community 

• Take on a home room teacher role, providing pastoral support to the children in your care 
• Show the upmost respect of the local context; 
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching; 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development; 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community; 
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School; 
• Share expertise through Professional Learning and Development (PLD); 
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects; 
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer, or through supporting the After School Care Facility; 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being; 
• Show tolerance of and respect for the rights of others; 
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; 
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality; 
• Present a positive image of the School to all other stakeholders. 

Safeguarding, Inclusion and Wellbeing 

• Taking a proactive approach to safeguard all children and members of the School community; 
• Commit to upholding all school policies and procedures; 
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice; 
• Promote the general progress and well-being of all students and report concerns to a staff member; 
• Provide guidance and advice to students on educational, pastoral and social matters; 
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities; 
• Ensure positive behaviour for learning for all students in line with the School’s policy; 
• Work to foster a positive working environment in the subject area that supports students’ learning; 
• Provide an effective role model for students in terms of your own professional practice. 
• Ability to plan learning opportunities with other colleagues, including best transition processes 

Qualifications, Skills and Experience 

• A relevant Bachelor’s Degree; 
• A Postgraduate Certificate of Education or Teaching Qualification 
• Knowledge or experience of working abroad would be an advantage; 
• A proven track record of effective teaching; 
• A commitment to academic progress and the welfare and safeguarding of students; 

• Knowledge and understanding of recent educational developments and best practice; 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding. To apply for a vacancy, please email hr@beechhallschoolriyadh.com. We look forward to welcoming you to our team at Beech Hall School Riyadh!

Primary Teacher 

Primary Teachers at Beech Hall School will be responsible for delivering a bespoke approach to learning underpinned by our Beech Hall Tapestry.

  The Tapestry emphases the significance of developing students’ health and wellbeing, their mindset and leadership skills in addition to promoting the importance being globally aware, entrepreneurial, digitally literate, and sustainable. Teachers will be supported to deliver a relevant and contemporaneous approach to teaching and learning which empowers students to lead their own learning and development. All educational staff will have access to excellent resourcing and will join a team of highly collaborative and creative colleagues.  Accountability  Line managed by the Director of Learning and Teaching  Core Responsibilities:  Subject Knowledge 

• Have a degree in the area you will be responsible for teaching, or a similar or related degree. 
• Demonstrate cultural sensitivity and an awareness of the expectations, roles, and responsibilities for educational professionals in the gulf region. 
• Demonstrate an awareness of how to manage safeguarding and child protection issues. 
• Demonstrate evidence of ongoing professional development. 
• Demonstrate awareness of contemporary issues related to the phase or subject/s you teach. 
• Express a willingness to engage in research and apply contemporary and research-informed practice. 
• Model a clear understanding of the subject/s you teach, demonstrating the ability of how to adapt and innovate to enable all children to excel according to their needs, interests, and current attainment levels. 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity, and creativity. 
• Demonstrate a clear understanding of the importance of developing literacy skills across all curriculum areas. 
• Curriculum Design, Adaptation and Assessment 
• Embrace an innovative approach to curriculum planning and pedagogical implementation. 
• Plan learning that makes explicit connections between the six strands of the Beech Hall Tapestry and the international curriculum adopted at our school to extend learning opportunities for all students. 
• Demonstrate an awareness of how planning should take account of local, regional, and global matters. 
• Plan, create and develop exciting and engaging learning opportunities that enhance students’ knowledge, skills and learning habits across all areas of learning. 
• Demonstrate skills in planning thematic and cross-curricular units of learning. 
• Demonstrate skills of adaptive planning and differentiation to ensure all students are challenged and supported. 
• Plan for effective use of digital technology. 
• Plan for effective use of learning resources which optimise learning. 
• Engage in ongoing, reflective, and critical review of planning. 
• Assess, record and report on the development, progress, and attainment of students in line with school policy. 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning. 
• Use internal tracking systems to monitor and report on students’ progress and attainment. 
• Communicate clearly and regularly with parents regarding students’ holistic progress and attainment. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides students with the opportunity to achieve their full potential. 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere. 
• Treat students with respect, building relationships rooted in trust and at all times, observing proper boundaries appropriate to a teacher’s professional position. 
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback. 
• Promote a love of learning and children’s intellectual curiosity. 
• Ensure that all learning is engaging and is responsive to students, taking into account their pace of learning, their strengths, their interests, and their need for choice. 
• Embrace the school’s approach to inclusion and innovation. 
• Support all children to behave with integrity, respect, and compassion. 
• Have an understanding of the importance of ensuring a smooth transition between grade groups and classes. 
• Place children central to the purpose of learning. 
• Take into account the ideas, thoughts and suggestions of all students and act upon these, accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support students’ learning. 
• Ensure positive behaviour for learning for all students in line with the school’s policy. 

Collaboration and Community 

• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching. 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development. 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community. 
• Work in partnership with all academic support staff and internal and external specialists who support students’ learning and development in the school. 
• Share expertise through Professional Learning and Development (PLD). 
• Engage in Action Research and be willing to experiment with approaches that could positively impact on the wellbeing, development, and attainment of all students. 
• Make a positive contribution to the wider life and ethos of the school including contributing to the broad co-curricular programme on offer. 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to their child’s holistic development and learning. 
• Show tolerance of and respect for the rights of others. 
• Have proper and professional regard for the ethos, policies and practices of the school and maintain high standards in personal attendance and punctuality. 
• Present a positive image of the school to all stakeholders. 

Diversity, Equity, and Inclusion 

• Model acceptance of diversity, equity and inclusion through actions and positive speech. 
• Engage in creating a culture where diversity, equity and inclusion are explicitly linked to the Beech Hall Tapestry strands wellbeing and mindset. 
• Commit to upholding all school policies and procedures related to diversity, equity, and inclusion. 
• Demonstrate a commitment to be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice. 
• Take a proactive approach to ensure the safeguarding of all children and members of the school community related to matters of diversity, equity, and inclusion. 
• Ensure all students experience a learning environment where they feel accepted, valued, and heard. 

Qualifications, Skills, and Experience  Requirements 

• A relevant suitable Bachelor’s Degree in Education or a Bachelor’s degree with a primary teaching qualification. 
• A minimum of two years relevant teaching experience. 
• Should be a female. 
• A proven track record of effective teaching. 
• A strong academic background, stature and experience that will command the respect of students, parents, colleagues, and the wider community. 
• Evidence of how to promote a child-centered learning environment and to set up engaging and challenging learning centers. 
• A commitment to academic progress and the welfare and safeguarding of students. 
• Knowledge and understanding of recent educational developments and evidence-informed practice. 

Desirable 

• A Teaching Qualification e.g., PGCE for those without a Bachelor’s Degree in Education and current teaching license. 
• Working with children for whom English is an additional language. 
• Experience of working with any of the following curricula: international Early Years Curriculum (IEYC), International Primary Curriculum (IPC), International Middle Years Curriculum (IMYC), American High School Diploma Program or International Baccalaureate Diploma or Careers Related Program. 

Beech Hall School is committed to safeguarding and promoting the welfare of all children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The school expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding and child protection.  To apply for a vacancy, please email hr@beechhallschoolriyadh.com. We look forward to welcoming you to our team at Beech Hall School Riyadh!