Primary School Teacher

British School Dhahran (BSD)

November 8, 2026

Summary

The Primary Teacher plans and delivers high-quality, inclusive teaching in line with the National Curriculum for England and British School Dhahran’s curriculum for the assigned year group. The teacher builds strong foundations in reading, writing and mathematics, develops pupils’ knowledge and curiosity across subjects, and uses evidence of learning to adapt teaching and support every pupil’s progress. As a class teacher, the postholder builds a safe and welcoming classroom, works in partnership with families and contributes to the wider life of the school.

Live ISG’s mission, “We inspire innovation and compassionate action,” by modelling Respect, Acceptance, Integrity, and Responsibility with a commitment to act. Develop the ISG Graduate Profile through age-appropriate opportunities for pupils to ask questions, think independently, collaborate, learn from mistakes and take responsibility for their classroom and wider community.

Position Duties

The successful candidate will be able to effectively:

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 broad, balanced and well-sequenced curriculum for the assigned year group, in line with the National Curriculum for England and BSD’s agreed curriculum.
• Build strong foundations in reading, writing and mathematics while developing pupils’ knowledge and skills across the wider curriculum. Teach systematic phonics where appropriate to the year group, and develop pupils’ spoken language, vocabulary and reading across subjects.
• Use evidence-informed approaches suited to pupils’ age and the learning purpose, including clear explanation, modelling, guided and independent practice, discussion and practical learning.
• Check understanding regularly, identify gaps and misconceptions, and adapt teaching to provide appropriate support and challenge. Give feedback that helps pupils understand and act on their next steps.
• Work with year-group colleagues to plan and assess learning, moderate pupils’ work, and record and report progress in line with school expectations.
• Follow the school’s Multi-Tiered System of Supports (MTSS), working with relevant colleagues to plan, deliver and review support. Agree clear roles with teaching assistants so that pupils receive the support they need and develop independence.
• Use classroom resources and digital tools purposefully, and adapt teaching for remote learning when required.

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 and a recognised teaching qualification or professional certification appropriate to Primary teaching.
• Successful experience teaching pupils of Primary age, with evidence of planning, teaching and assessing across a broad curriculum.
• Knowledge of the National Curriculum for England and how to apply it in the relevant key stage.

Desirable

• Experience teaching the National Curriculum for England as a Primary class teacher.
• Experience teaching in the key stage relevant to the vacancy, including systematic phonics and early reading where applicable.

Experience and Skills 

Essential

• Secure knowledge of how Primary pupils develop and learn, and of how knowledge and skills build across the Primary curriculum.
• Ability to teach reading, writing and mathematics effectively and to develop pupils’ vocabulary and spoken language across subjects.
• Ability to use assessment to identify gaps and misconceptions, adapt teaching, and evaluate whether additional support is helping pupils make progress.
• Ability to make learning accessible and appropriately challenging for pupils with varied starting points, including those with special educational needs and disabilities and those learning English as an additional language.
• Ability to establish clear classroom routines, promote positive behaviour and build a sense of belonging so that pupils feel safe and ready to learn.
• Clear spoken and written communication in English, with the ability to build constructive relationships with pupils, families and colleagues.
• Ability to collaborate effectively with year-group colleagues, teaching assistants and specialist staff, and to reflect on and improve practice in response to feedback.
• 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: 02-2728-019