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Head of Arabic & Islamic - Secondary

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Star Twar
Dubai, United Arab Emirates
Date Added: Jun 19, 2023

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Head of Arabic & Islamic Role Profile

Purpose of Role

Star International School, Al Twar is looking to recruit a strong, resilient and innovative Head of Arabic & Islamic Teacher to join our growing school in August 2023. 

The subject leader will take lead responsibility for providing leadership and management for Arabic and Islamic to secure:

  • High-quality teaching
  • Effective use of resources
  • Improved standards of learning and achievement for all


Star International School Al Twar and Al Qusais is a part of the International Schools Partnership (ISP). The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time. Star International School is a bespoke English Curriculum school catering to students from FS1 to Year 13 and is located in the heart of Dubai. Star currently has 625 students.


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.


Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.


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


Head of Arabic/Islamic Teacher Key Responsibilities


Reporting to: Head of Secondary




Strategic direction

  • Develop and implement policies for Arabic and Islamic in line with our school’s commitment to high-quality teaching and learning
  • Promote the subject, its importance, and the value that it brings across the school
  • Have a good understanding of how well the subject is being delivered and the impact it has on pupil achievement
  • Use this understanding to feed into the school development plan and produce an action plan for the subject
  • Promote pupils’ spiritual, moral, social, cultural, physical and mental development alongside British values in the teaching of the subject
  • Consult pupils, parents and staff about the subject and its effectiveness, and assess the feedback against the school’s values, visions and aims
  • Work with the special educational needs co-ordinator (SENCO) to ensure the curriculum matches the needs of different pupils, such as disadvantaged pupils and those with special educational needs and/or disabilities (SEND)
  • Promote careers education through the subject and ensure that teaching and learning illustrates how the subject might lead to career opportunities
  • Use additional staff in the subject area to ensure there is a framework for deployments and that teaching assistants are deployed effectively
  • Liaise with our feeder primary schools on the transition of the subject to secondary school to ensure that progression is built into the curriculum
  • Liaise with the KHDA and other ISP Schools within subject groups on subject-related events, projects and activities


Leading the curriculum

  • Develop and review regularly the vision, aims and purpose for the subject area
  • Oversee the planning of the curriculum content, ensuring it is well sequenced to promote pupil progress
  • Ensure the planned curriculum is effectively and consistently implemented across the school
  • Make sure there is an effective system of assessment that oversees the progress of pupils to ensure the curriculum has a positive impact on pupils’ learning
  • Have an overarching responsibility for pupils’ achievement and standards in the subject area


Leading and managing staff

  • Establish an effective team and hold regular meetings on the subject weekly to keep staff informed on any developments or changes
  • Provide support to staff regarding teaching and learning, resources, and planning in the subject area
  • Monitor teaching and learning by visiting lessons, scrutinising books, and talking with pupils to assess how well the subject area is being implemented and how well it is delivered across the school
  • Provide feedback to staff based on the above observations to identify training needs and provide continuing professional development (CPD) in the subject area
  • Coach and model team teaching
  • Liaise effectively with exam boards to ensure that teachers understand and are familiar with the syllabuses that are being delivered
  • Support teachers to make accurate assessments, manage internal and external moderation, and complete external moderation exercises
  • Take responsibility for performance management for your team, appraising staff in line with the school’s appraisal policy
  • Contribute to timetabling and manage setting pupils into attainment groups


Efficient and effective deployment of resources

  • Provide support with textbooks and library books in your subject area
  • Create a safe, welcoming environment and take care of the classroom accommodation, ensuring classroom displays are stimulating, of high quality, and inspire curiosity in pupils
  • Audit, check and manage resources to ensure they are up to date and match pupil and curriculum needs
  • Manage the subject budget effectively with administration manager to ensure it is spent on resources that add value and enhance the learning experience
  • Prepare appropriate resources for examinations to ensure all students can be successful



  • Work in line with statutory safeguarding guidance (e.g. Keeping Children Safe in Education, Prevent) and our safeguarding and child protection policies
  • Work with the DSL to promote the best interests of pupils, including sharing concerns where necessary
  • Promote the safeguarding of all pupils in the school


Skills, Qualifications and Experience

  • Relevant teaching qualification: to teach Secondary School Arabic A and Islamic (a Bachelor’s degree and a recognised teaching qualification)     
  • A minimum of 2 years recent teaching experience in KS3,KS4 and KS5 [Arabic A and Islamic ]     
  • A good knowledge MOE curricula. 
  • Excellent communication skills to lead by example, as well as collaborate with Key Stage leaders, Senior Management and parents     
  • Be flexible and adaptable to the ever changing world of education     
  • Be reflective and passionate about self-development whilst contributing to the high standards of the school     
  • Have the ability to research new initiatives and implement them whilst evaluating current processes     
  • Have the ability to confidently utilise assessment for learning strategies and a variety of tasks to enhance learning     
  • Be proficient in ICT and learning technologies.     
  • Demonstrate leadership qualities and the willingness to support colleague development. 

ISP Leadership Competencies


You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.


  1. Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.


  1. Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.


  1. Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.


  1. Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.


  1. Resilience. Can deal with setbacks and challenges calmly and effectively.


  1. Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.


  1. Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.


  1. Leading & Inspiring Others. Supports, encourages and inspires students, colleagues and teams so that they give their best.


  1. Understanding People. Is a very good judge of talent, can objectively articulate the strengths and motivations of people inside or outside the organisation.


  1. Influencing & Communication. Consistently informs, influences and inspires students, parents and colleagues through timely and effective communication.


  1. Agile. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity.


  1. Strategic, Commercial & Financial Awareness. Has the ability to apply understanding of the business and industry to improve effectiveness and profitability.


  1. Planning & Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome.


  1. Diversity & Equity. Has the sensitivity, awareness and skill to understand the values, behaviours, attitudes and practices across cultures that supports all children and adults to learn and work effectively.


ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.


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