Head of Science

2 days ago

Dubai, United Arab Emirates Star Mirdif Full time

**Description**

**ISP Head of Science Role Profile**

**Purpose of Role**

Star International School Mirdif is a bespoke British Curriculum School situated in the Mirdif Community of Dubai offering EYFS, Primary and Secondary Education. We are looking to appoint a Head of Secondary Science who has the enthusiasm, commitment and energy needed to work in a rapidly growing and improving school. The role is for an immediate start.

**ISP Principles**

**Begin with our children and students. **Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

**Treat everyone with care and respect. **We look after one another, embrace similarities and differences and promote the well-being of self and others.

**Learn continuously. **Getting better is what drives us. We positively engage with personal and professional development and school improvement.

**ISP Head of Science Key Responsibilities**

At Star International School, Mirdif we offer:

- Children who are well motivated and have a superb attitude to learning;
- A fabulous staff team, a highly supportive group of parents and governors, who together, create a strong school community
- A great environment for learning with excellent resources and facilities.
- Appropriate research led working practices and a keen focus on staff well-being
- An Innovative risk-taking attitude to teaching and learning with trust placed in our teachers
- A growing school community with a wide range of opportunities for professional growth and development
- Set high expectations which inspire, motivate and challenge pupils:

- Establish a safe and stimulating environment for pupils, rooted in mutual respect
- Set goals that stretch and challenge pupils of all backgrounds, abilities, and dispositions
- Demonstrate consistently the positive attitudes, values, and behaviour which are expected of pupils
- Promote positive progress and outcomes with/for pupils through:

- Accountability of pupils’ attainment, progress, and outcomes
- Awareness of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
- Guidance of pupils to reflect on the progress they have made and their emerging needs
- Knowledge and understanding of how pupils learn and how this impacts on teaching
- Encouraging pupils to take a responsible and conscientious attitude to their own work and study
- Plan and teach well-structured lessons:

- Impart knowledge and develop understanding through effective use of lesson time
- Promote a love of learning and pupil’s intellectual curiosity
- Set homework when appropriate and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
- Reflect systematically on the effectiveness of lessons and approaches to teaching
- Adapt teaching to respond to the strengths and needs of all pupils through:

- The ability to differentiate appropriately, using approaches that enable pupils to be taught effectively
- A sound understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- Awareness of the physical, social and intellectual development of pupils, and know how to adapt teaching to support pupils’ education at different stages of development
- A clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
- Make accurate and productive use of assessment:

- Make use of formative and summative assessment to secure pupils’ progress
- Use relevant data to monitor progress, set targets, and plan subsequent lessons
- Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond positively to the feedback
- Manage behaviour effectively to ensure a good and safe learning environment:

- Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
- Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
- Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
- Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
- Represent areas of knowledge, understanding and skills to students
- Lead by example in the highest regard for truth, justice, equality of opportunity, human rights

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