Art and Design Teacher

British School Dhahran (BSD)

November 8, 2026

Summary

The Art & Design Teacher plans and delivers ambitious, inclusive teaching across Key Stage 3 and IGCSE, and at A-Level where required. Teaching follows the National Curriculum for England at Key Stage 3, BSD’s agreed curriculum and the relevant examination specifications. The teacher develops students’ practical skills, visual literacy and understanding of artists and designers, helping them experiment with ideas and develop increasingly independent work. The postholder contributes to the Arts & Technology Department and the wider life of the school, including pastoral responsibilities as a form tutor where assigned.

Position Duties

The successful candidate will:

Safeguarding and professional responsibilities

• Safeguard and promote the welfare of students. Follow ISG's child protection procedures, report concerns promptly through designated channels, maintain professional boundaries and complete required training.
• Handle sensitive information in line with school procedures and share it with colleagues who need it to support or safeguard a student.
• Participate in professional learning, act on feedback and use evidence of student learning to evaluate and improve practice. Contribute to agreed school priorities and undertake other duties appropriate to the role.

School ethos and values

• Support ISG’s mission, “We inspire innovation and compassionate action,” and model its core values of Respect, Acceptance, Integrity, and Responsibility with a commitment to act in relationships with pupils, families and colleagues.
• Bring the ISG Graduate Profile to life through age-appropriate opportunities for pupils to ask questions, think critically, collaborate, make choices about their learning and take responsibility for their actions.

Curriculum, teaching and learning

• Plan and teach a well-sequenced curriculum that builds students’ knowledge, practical skills and independence across a range of media and processes.
• Use clear explanation, practical demonstration, worked examples and purposeful practice to teach techniques. Give students increasing scope to investigate, experiment, refine ideas and make their own artistic decisions.
• Develop students’ visual literacy and subject vocabulary. Introduce artists, designers and traditions from a range of cultural and historical contexts, and teach students to analyse, discuss and evaluate their own work and that of others.
• Check understanding and review work in progress regularly. Use feedback, critique and reflection to help students identify next steps and improve their work.
• Adapt teaching to remove barriers and provide appropriate challenge. Follow BSD’s Multi-Tiered System of Supports (MTSS), working with relevant colleagues to plan, deliver and review support.
• Contribute to shared planning and curriculum review within the Arts Department. Use digital tools where they support research, image-making, documentation or access to learning, and adapt provision for remote learning when required.

Assessment and examination preparation

• Assess, record and report attainment and progress in line with school expectations. Participate in moderation and use evidence from students’ work to inform teaching and support.
• Guide students in developing sketchbooks, portfolios and final outcomes that show how their ideas and skills have developed. Teach students to document their process, evaluate decisions and acknowledge sources.
• Plan examination courses so that students meet internal and awarding-body deadlines. Follow the relevant requirements for assessment, authentication, moderation and submission, working with the Head of Department and examinations staff.

Pastoral care and partnership with families

• Take day-to-day pastoral responsibility for the class. Establish clear routines and consistent expectations for behaviour, and create a welcoming environment in which every pupil feels safe, included and ready to learn.
• Monitor pupils’ attendance, engagement and wellbeing, and follow up or refer concerns in line with school procedures.
• Build constructive relationships with families and communicate clearly about pupils’ learning, progress, wellbeing and any concerns through agreed school channels, meetings and reports.
• Work with colleagues and families to support pupils as they join the school or move between year groups and phases.

Other

• Perform other duties as assigned by the principal, assistant principal, or the head of learning support. 

Qualifications and Knowledge

Essential

• A bachelor’s degree in Art, Design or a closely related discipline.
• A recognised teaching qualification or professional certification appropriate to secondary teaching.
• Successful experience teaching Art & Design at secondary level, including preparing students for GCSE or IGCSE Art & Design.

Desirable

• Experience teaching and assessing A-Level Art & Design or a comparable post-16 course e.g. IB.
• Experience of developing curriculum, moderating portfolios or organising exhibitions and enrichment activities.

Experience and Skills 

Essential

• Secure subject knowledge and practical competence across a range of Art & Design media, techniques and processes.
• Knowledge of the National Curriculum for England for Art & Design at Key Stage 3 and the ability to apply relevant examination specifications and assessment criteria.
• Ability to demonstrate techniques clearly and teach students to investigate, experiment, refine and evaluate their work with increasing independence.
• Ability to assess practical and portfolio work, give constructive feedback and adapt teaching so that students with varied starting points can participate and progress.
• Ability to manage a practical studio safely and establish routines that support purposeful, independent work.
• Clear spoken and written communication in English and the ability to work constructively with students, families and colleagues.
• Sound understanding of safeguarding and child protection, including how to recognise and report concerns and maintain professional boundaries.

Desirable

• Knowledge of how to plan and review targeted support within a Multi-Tiered System of Supports (MTSS).
• Skill in using digital tools to improve teaching, assessment or access to learning.
• Ability to lead an enrichment or after-school activity that broadens pupils’ interests and participation

JOB CODE: 02-2728-018