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⚡ Source: ReedRéf: 57016979

Art Teacher

Global Recruitment Solutions·Ad Dammam·Publié il y a 1 mois
💰 33-34k CHF/an
Adapter mon CV à cette offre — Gratuit

Descrizione del posto

Texte original importé depuis Reed

Vacancy: Art Teacher

Start Date: August 2026

We are now recruiting for a Secondary School Art Teacher on behalf of a prestigious British Curriculum School in Saudi Arabia.

About the School

The school follows the English National Curriculum, maintains an excellent reputation for academic excellence and staff wellbeing, and holds accreditations with BSO, CIS, and memberships in BSME and AOBSO.

This gem of a school has been rated as "Outstanding" by the British Schools Overseas (BSO) inspection and is renowned for its commitment to academic excellence and professional development.

The school offers a supportive and dynamic international environment where both students and teachers are encouraged to thrive and achieve their full potential.

As the school continues to expand, we are seeking an enthusiastic Secondary Art / Design Teacher to join the team. The successful candidate will play an active role in the wider life of the school, including extra-curricular activities.

We also welcome applications from newly qualified teachers wishing to complete their induction for some of our vacancies within the school.

Requirements

  • Bachelor Degree with PGCE/QTS gained from the UK or Ireland
  • British Curriculum Teaching Experience as an ArtTeacher within schools in the UK or Ireland
  • Please note: These vacancies are not suitable for ESL / EAL Teachers

Package Details:

  • Attractive tax-free salary: approx. £33,600 - £43,240 per annum
  • (additional allowance for leadership roles)
  • Two-year renewable contract
  • Free furnished accommodation
  • Free utilities (excluding phone)
  • Private medical insurance
  • Annual return airfare
  • End-of-service gratuity
  • Interest-free car loan
  • Excellent CPD and career development opportunities

This is a fantastic chance to advance your career in a highly supportive international environment while enjoying a rewarding lifestyle in Saudi.

If you interested and meet all the above requirements for the role, we would love to hear from you!

Successful applicants will be contacted within 5 days of submitting your application.

IA SpeedCV

Competenze chiave estratte

La nostra IA ha analizzato l'offerta per identificare le competenze richieste.

Compétences indispensables
PGCE qualificationQTS qualificationEnglish National Curriculum teachingSecondary Art teaching experience (UK or Ireland)Bachelor's Degree
Atouts supplémentaires
Leadership role experienceExtra-curricular activity deliveryInternational school experience
Soft skills
EnthusiasmAdaptabilityCommitment to professional developmentCollaborationInitiative
IA SpeedCV

I nostri consigli per candidarsi

5 recommandations générées par notre IA pour maximiser vos chances.

1

⭐ Place your PGCE/QTS qualification prominently at the top of your CV under your Personal Statement, as the advert lists this as a hard requirement alongside UK/Ireland teaching experience.

2

📊 Quantify your classroom impact: e.g. 'Delivered KS3 and KS4 Art to 120+ students across 6 year groups, achieving 85% A*-C grades at GCSE'.

3

🌐 Highlight any international or multicultural teaching experience, as this role is based at a British school in Saudi Arabia and cross-cultural adaptability is implicitly valued.

4

🎯 Reference the English National Curriculum explicitly in your CV and cover letter, as the school follows it precisely and the advert stresses British Curriculum experience from UK or Ireland schools.

5

🤝 Include evidence of extra-curricular contributions (e.g. art clubs, school exhibitions, trips) as the advert specifically states the successful candidate will play an active role in wider school life.

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IA SpeedCV

Bullets CV suggérés

3 bullets générés par notre IA pour cette offre, alignés sur ses mots-clés ATS.

Comment adapter votre CV

Ajoutez ces 3 bullets sous votre expérience la plus récente :

  • Delivered KS3 and KS4 Art and Design to 130 students across 5 year groups, with 87% achieving grade 5 or above at GCSE in the 2023–24 academic year.
  • Designed and led an after-school Art Club attended by 24 students weekly, culminating in a whole-school exhibition showcasing 60+ original works to parents and governors.
  • Completed 3 CPD courses in sketchbook assessment and GCSE fine art moderation, contributing to a departmental uplift in controlled assessment scores by 12 percentage points over two years.

Copier est gratuit — adapter nécessite un upload CV (30s).

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Lettre IA

Votre lettre de motivation est prête

Nous avons rédigé une lettre pour Global Recruitment Solutions. Découvrez l'ouverture, puis débloquez la version complète personnalisée.

Aperçu — adapté à Global Recruitment Solutions

Dear Hiring Manager,

Teaching Art within a BSO 'Outstanding'-rated British curriculum school in Saudi Arabia is precisely the international challenge I have been working towards — which is why I am applying for the Secondary Art Teacher position at the school represented by Global Recruitment Solutions. With a PGCE, QTS, and hands-on experience delivering the English National Curriculum at KS3 and KS4, I am confident I can contribute meaningfully from day one in August 2026.

My background in secondary Art and Design teaching in the UK has equipped me with a strong grounding in GCSE assessment frameworks, differentiated lesson planning, and student-centred approaches to creative practice. I have consistently supported students in producing portfolio work that meets and exceeds expected outcomes, while also contributing to extra-curricular art clubs and whole-school events that enrich the wider school community.

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RISERVATO AI MEMBRI
IA SpeedCV

Domande probabili del colloquio

10 questions générées à partir de cette offre.

Tecniche

  • How do you structure a KS4 Art and Design scheme of work to meet GCSE assessment objectives?
  • Which digital tools or software do you incorporate into your Art lessons, and how do they enhance student outcomes?
  • How do you differentiate Art tasks to support both SEN students and high-attaining pupils within the same class?
  • How have you used assessment data to inform your planning and improve student progress in Art?
  • What experience do you have delivering the English National Curriculum at secondary level, and how would you adapt it for an international context?

Comportamentali

  • Tell me about a time you contributed to extra-curricular life at a school and the impact it had on students.
  • Describe a situation where you had to adapt quickly to a new school environment or culture.
  • Give an example of how you have engaged with CPD to develop your teaching practice.
  • Tell me about a challenging student or class you taught and how you managed the situation.
  • Describe a time you collaborated with colleagues to improve a department's curriculum or outcomes.
IA SpeedCVNEW

Exemples de réponses STAR

Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.

1Question

Tell me about a time you contributed to extra-curricular life at a school and the impact it had on students.

Situation: At my previous school, the Art department had no after-school provision and student engagement with the subject outside lessons was low. Task: I wanted to create a space where students could explore creative work beyond the curriculum. Action: I set up a weekly Art Club, promoted it across Years 8 to 10, and secured a small budget of £300 for materials. I structured sessions around student-led projects rather than prescribed tasks. Result: Within one term, 22 students were attending regularly. Six of those students went on to submit personal project work for their GCSE portfolios, and three received commendations at the end-of-year celebration evening. Staff feedback noted a measurable improvement in those students' classroom motivation.
2Question

Describe a situation where you had to adapt quickly to a new school environment or culture.

Situation: I joined a new secondary school mid-year as a cover teacher, stepping into a Year 10 Art class three months before their mock GCSE assessments. Task: I needed to quickly understand where each student was in their portfolio development and maintain continuity without disrupting their progress. Action: I spent the first two sessions conducting one-to-one reviews with all 28 students, mapped their work against the AQA assessment objectives, and restructured the remaining lessons to address the most common gaps — particularly in written annotation. Result: All 28 students submitted completed mock portfolios on time. The department head noted that annotation quality had improved noticeably compared with the previous mock cycle, and I was offered a fixed-term contract for the remainder of the year.

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