• Curious (Inquiry & Musical Exploration): Guide students in exploring how music communicates ideas, emotions, identities, and cultural perspectives. Encourage active listening, musical investigation, experimentation, and inquiry into the relationships between music, history, society, and the wider world.
• Creative (Composition & Performance): Inspire students to compose, improvise, arrange, interpret, and perform music using their voices, instruments, and digital music technologies. Develop students’ musical independence, creative problem-solving, and confidence through experimentation, rehearsal, feedback, and reflection.
• Caring (Collaboration & Cultural Understanding): Foster empathy, respect, and inclusion through ensemble work, collaborative music-making, and exploration of diverse musical traditions. Create a psychologically safe learning environment where every student feels valued, supported, and confident to participate, regardless of prior musical experience or ability.
• Changemakers (Community & Musical Impact): Empower students to use music as a means of communication, connection, and positive community engagement. Develop opportunities for students to contribute to school life through concerts, performances, community events, and interdisciplinary artistic projects that bring people together.

General Responsibilities

• Curriculum & Alignment: Collaborate regularly with PYP and MYP colleagues on curriculum planning, unit development, assessment, reporting, and interdisciplinary learning. Ensure progression and continuity in music education across the relevant grade levels.
• Teaching & Learning: Plan and deliver engaging, developmentally appropriate music lessons that develop students’ musical understanding, performance skills, creativity, critical listening, collaboration, and reflective thinking.
• Inquiry & Creative Expression: Design learning experiences that encourage students to explore musical concepts, investigate diverse traditions, experiment with sound, compose original work, perform collaboratively, and reflect on their learning.
• Concerts & Performance Programme: Develop and maintain an annual music performance calendar in collaboration with school leadership and relevant colleagues. Plan and coordinate concerts, recitals, seasonal performances, assemblies, celebrations, and other school events.
• Rehearsals & Ensemble Direction: Organize and lead rehearsals, select appropriate repertoire, prepare students for performances, and provide opportunities for individual and ensemble development. Establish realistic rehearsal schedules and communicate expectations clearly to students and families.
• Event Production & Logistics: Coordinate the practical and technical requirements of performances, including venues, stage arrangements, sound and music equipment, instruments, lighting where applicable, performance programmes, student participation, and communication with relevant stakeholders.
• Assessment & Communication: Maintain transparent and timely records of formative and summative assessment, providing clear, constructive, and actionable feedback to students and families. Use assessment to support musical progress, self-reflection, and individual goal-setting.
• Digital Learning & Resources: Integrate appropriate digital tools into music teaching and learning. Keep the music inventory up to date and maintain musical instruments, equipment, teaching resources, and digital learning materials responsibly.
• Pastoral Care & Advisory: Play an active and empathetic role in student wellbeing and pastoral care, promoting respectful collaboration, positive relationships, and a safe environment during lessons, rehearsals, and performances.
• Health, Safety & Resource Management: Maintain appropriate safety procedures for music classrooms, rehearsal spaces, performance venues, instruments, and audio equipment. Ensure that students are taught to use and care for musical resources responsibly.
• Community & Interdisciplinary Collaboration: Collaborate with colleagues to contribute musical performances and creative projects to school-wide events, interdisciplinary units, celebrations, and community initiatives.
• Co-Curricular Contribution: Contribute actively to the school’s co-curricular programme through activities such as choir, instrumental ensembles, bands, songwriting, music production, or other musical clubs, according to student interests and school needs.
• Professional Culture: Participate constructively in faculty meetings, departmental planning, supervisory duties, professional learning, and school events. Support a collaborative, inclusive, and reflective professional culture.

Qualifications, Experience & Dispositions

• Current teaching certification appropriate to primary and middle school music education.
• A relevant degree in Music Education, Music Performance, or a related field.
• Demonstrated experience teaching music across primary and middle school age groups, preferably in an international school setting.
• Strong knowledge of the IB Primary Years Programme (PYP) and Middle Years Programme (MYP) frameworks, with the ability to develop engaging, inquiry-based music learning experiences.
• Demonstrated experience in curriculum planning, differentiated instruction, and assessment of practical and creative musical learning.
• Experience organizing and coordinating school concerts, recitals, performances, and other musical events.
• Experience directing or supporting choirs, instrumental ensembles, bands, or other co-curricular music groups, appropriate to the candidate’s expertise.
• Recent international teaching experience within an inquiry-driven or IB continuum context.
• Recent, relevant professional learning, including official IB PYP and/or MYP workshop training.

Preferred Skills and Dispositions

• Continuum Curriculum Design: Ability to develop a coherent music curriculum across the PYP and MYP, ensuring progression in musical knowledge, practical skills, creativity, conceptual understanding, and independent learning.
• IB Pedagogy & Assessment: Strong understanding of inquiry-based learning, the PYP transdisciplinary approach, and MYP Arts objectives and assessment criteria. Ability to design meaningful learning experiences that integrate creating, performing, responding, and reflecting.
• Musicianship & Creative Practice: Strong practical musicianship and the ability to teach singing, instrumental performance, music theory, composition, improvisation, active listening, and music appreciation across a range of age groups and ability levels.
• Concert & Event Leadership: Demonstrated ability to plan, organize, and deliver school concerts and musical events from initial concept to final performance, including repertoire selection, rehearsals, scheduling, venue preparation, technical coordination, communication, and post-event evaluation.
• Ensemble Direction: Ability to establish and develop student choirs, bands, instrumental ensembles, and other musical groups, according to the school’s needs and the teacher’s areas of expertise.
• Digital Music & Innovation: Ability to integrate digital audio workstations, music notation software, recording technology, and other digital tools into composition, performance, collaboration, and assessment.
• Universal Access & Differentiation: Expertise in adapting musical activities to support diverse learning styles, language learners (EAL), neurodivergent profiles, and students with varying levels of prior musical experience.
• Interdisciplinary Collaboration: Ability to build authentic interdisciplinary connections with classroom teachers and colleagues
• Community Engagement: Ability to develop meaningful performance opportunities that connect students with the wider school community and, where appropriate, local musicians, arts organizations, and cultural institutions.
• Professional Standards & Dispositions: Ability to operate within the guidelines of the ISD Professional Standards, demonstrating self-awareness, emotional intelligence, flexibility, collaborative leadership, and a commitment to continuous professional growth.

• Curious (Inquiry & Conceptual Flow): Cultivate intellectual courage by guiding students through pattern investigations (MYP Criterion B) and mathematical conjectures, laying a rigorous foundation that bridges seamlessly into DP Mathematics: Analysis & Approaches (AA) or Applications & Interpretation (AI).
• Creative (Interdisciplinary Connections): Design dynamic learning experiences connecting mathematics with Science, Design, and the arts, encouraging learners to devise elegant, multi-faceted solutions to authentic problems.
• Caring (Safe-to-Fail & Inclusive Classrooms): Build a low-anxiety, supportive classroom dynamic where misconceptions are valued as essential learning milestones. Differentiate instruction effectively for diverselanguage profiles (EAL) and varied learning needs.
• Changemakers (Ethical Real-World Application): Empower students to use mathematical analysis, data literacy, and financial modelling to interrogate ethical questions and make meaningful contributions to local and global contexts (MYP Criterion D).

General Responsibilities

• Curriculum & Alignment: Collaborate closely with secondary mathematics colleagues on vertical curriculum sequencing (MYP to DP), interdisciplinary units (IDUs), and assessment standardisation.
• Pastoral Care & Advisory: Play an active, empathetic role in the student advisory program, supporting adolescent wellbeing through restorative practices.
• Assessment & Communication: Maintain transparent, timely records of formative and summative assessment, providing clear, actionable feedback to students and families.
• Community Leadership: Participate constructively in faculty meetings, supervisory break duties, and community events.
• Co-Curricular Contribution: Contribute actively to our co-curricular program (e.g., Math Competitions, STEM/Robotics clubs, Chess, or outdoor experiential learning).
• Professional Culture: Foster an inclusive, psychologically safe atmosphere for colleagues and students alike, maintaining the highest standards of professional ethics and student safeguarding.

Qualifications, Experience & Dispositions

• Current teaching certification appropriate to middle and secondary school mathematics.
• Demonstrated experience and strong pedagogical fluency in the IB Middle Years Programme (MYP)Mathematics framework.
• Demonstrated capability or strong potential to teach IB Diploma Programme (DP) Mathematics (Applications & Interpretation and/or Analysis & Approaches).
• International teaching experience within an inquiry-led or continuum setting.
• Recent, relevant professional learning, including official IB MYP or DP workshop training.

Preferred Skills and Dispositions

• Continuum Curriculum Design: Ability to design rich concept-based MYP units and coordinate vertical articulation to ensure students transition smoothly into DP coursework.
• Universal Access & Differentiation: Expertise in adapting instruction to support diverse learning styles, exceptionalities, and multilingual learners.
• Student-Centred Inquiry: Ability to facilitate student-driven inquiry, analytical dialogue, and higher-ordercritical thinking.
• Digital Fluency: Skilful use of dynamic geometry tools, graphing technologies, and collaborative platforms to make abstract concepts visual and interactive.
• Relational & Team-Oriented: High emotional intelligence, self-awareness, and a proven track record of thriving within collaborative faculty teams.
• Growth Disposition: An open, reflective approach to ongoing professional development and team peer coaching.

• Curious (Inquiry & User Research): Guide students through deep, investigative research (Criterion A), challenging them to ask probing questions about user needs, ergonomic constraints, and material sustainability.
• Creative (Iterative Prototyping & Systems Thinking): Inspire students to develop bold, divergent concepts (Criterion B) and transform them into functional physical and digital prototypes (Criterion C), building natural bridges to DP Design Technology.
• Caring (Human-Centred & Inclusive Design): Instil a mindset of human-centred empathy by designing for real users and diverse accessibility needs. Maintain an inclusive, psychologically safe studio environment where failure is treated as an informative prototype.
• Changemakers (Sustainable Solutions & Community Action): Empower students to tackle genuine ecological and community challenges (Criterion D), harnessing circular design, ethical manufacturing principles, and interdisciplinary partnerships.

Qualifications and Experience 

• Current teaching certification appropriate to middle and secondary school design/technology education.
• Demonstrated experience and strong pedagogical fluency in the IB Middle Years Programme (MYP) Design framework (digital and/or product design).
• Demonstrated capability and experience in teaching IB Diploma Programme (DP) Design Technology.
• Recent international teaching experience within an inquiry-driven or continuum context.
• Recent, relevant professional learning, including official IB MYP or DP workshop training.

Preferred Skills and Dispositions

• Continuum Curriculum Design: Ability to develop concept-based MYP units and ensure vertical articulation into DP Design Technology project work and Internal Assessments.
• Studio & Workshop Management: Facility in managing safe, well-organized fabrication and digital design spaces, embedding safe working practices and modern tools (e.g., CAD/CAM, rapid prototyping, 3D printing, laser cutting, and traditional tools).
• Universal Access & Differentiation: Expertise in adapting design tasks to support diverse learning styles, language learners (EAL), and neurodivergent profiles.
• Interdisciplinary Leadership: Proven ability to build authentic interdisciplinary links (IDUs) with Mathematics, Sciences, and the Arts.
• Professional Standards & Dispositions: Ability to operate within the guidelines of the ISD Professional Standards, demonstrating self-awareness, emotional intelligence, and collaborative team focus.

General Responsibilities 

• Curriculum & Alignment: Collaborate regularly with department and grade-level teams on planning, assessment standardisation, reporting, and interdisciplinary curriculum design.
• Pastoral Care & Advisory: Play an active, empathetic role in the student advisory program, supporting adolescent wellbeing through restorative practices.
• Health, Safety & Studio Care: Maintain up-to-date health and safety protocols across all design workshops, digital labs, and material storage areas.
• Assessment & Communication: Maintain transparent, timely records of formative and summative assessment, providing clear, actionable feedback to students and families.
• Community Leadership: Participate constructively in faculty meetings, supervisory break duties, and community events.
• Co-Curricular Contribution: Contribute actively to our co-curricular program (e.g., Maker clubs, Robotics, Sustainable Design, or community action projects).
• Professional Culture: Foster an inclusive, psychologically safe atmosphere for colleagues and students alike, maintaining the highest standards of professional ethics, confidentiality, and student safeguarding.