Teacher - Artificial Intelligence - Muna British Academy - AY27/28

Job Description Muna British Academy is seeking an outstanding Teacher of Artificial Intelligence, commencing in the 2027/28 academic year, who can inspire curiosity about emerging technologies, develop students’ understanding of AI and encourage responsible innovation. This is an exciting opportunity to contribute to the development of our AI curriculum, supporting students as they progress from foundational AI literacy towards practical applications, solution design and future qualifications. We are looking for a passionate subject specialist who combines strong knowledge of artificial intelligence, machine learning and data literacy with the ability to make complex concepts accessible and engaging. Through clear modelling, practical projects and skilful adaptation, you will support students in exploring AI technologies, evaluating their impact and developing solutions to real-world challenges. You will also promote ethical decision-making, critical thinking and responsible engagement with emerging technologies. Beyond the classroom, you will enrich students’ experiences through AI and innovation clubs, robotics projects, competitions and opportunities to explore the role of artificial intelligence in sustainability, accessibility and future careers. Embodying our values of Ambition, Responsibility and Respect, you will contribute to a collaborative school community in which character, wellbeing and achievement are equally valued. Responsibilities RESPONSIBILITIES Teaching and Learning Demonstrate strong subject knowledge in AI, machine learning and data literacy, delivering well-structured lessons that develop conceptual understanding and practical competence. Plan coherent sequences of learning that build from AI awareness and informed use towards solution design, implementation and evaluation as students become ready. Use clear explanation, modelling, retrieval, questioning and purposeful practice to develop students’ understanding of unfamiliar technical concepts. Teach the data, logical reasoning and programming needed for AI projects, using block-based, low-code and Python-based approaches appropriate to students’ starting points. Explore applications including image classification, natural language processing, prediction and generative AI through accessible, well-chosen examples. Plan lessons that provide challenge and support across the full ability range, including POD (SEN), EAL and gifted and talented learners. Develop students’ independence, resilience and collaboration through problem definition, prototyping, testing, reflection and improvement. Create stimulating learning environments and maintain routines for safe, responsible use of devices, software and approved AI resources. Contribute to AI curriculum planning and review, adapting provision in response to evidence of learning and relevant technological developments. Artificial Intelligence Curriculum and Responsible Practice Align AI learning with ADEK’s strands of conceptual understanding, critical evaluation, solution design and responsible governance, progressing towards AI Solution Builder by Grade 8 (Year 9) and later Systems & Solutions Designer. Teach how data, algorithms and machine-learning models produce predictions and generated content, distinguishing rule-based programming, machine learning and generative AI. Develop accessible projects in which students define a problem, select suitable non-sensitive data, build or train a simple model, test it and explain its limitations. Introduce controlled AI applications and simple agent workflows where appropriate to readiness, using clear task boundaries, testing and human oversight. Teach students to question AI outputs, check claims against reliable sources, identify fabricated information and examine bias, fairness and environmental impact. Use only school-approved tools meeting applicable ADEK requirements; protect privacy and apply age restrictions, safeguarding, cultural alignment and human oversight. Teach appropriate uses such as questioning, feedback and debugging; require students to explain decisions, acknowledge permitted AI assistance and demonstrate independent understanding. Provide unplugged, teacher-modelled and supported activities for different starting points, including students whose age or access prevents individual use of an AI platform. Use ADEK and Day of AI resources where appropriate, adapting activities to students’ prior knowledge, language needs and the school’s curriculum. Connect projects with sustainability, accessibility, Arabic and multilingual communication, enterprise and UAE innovation, in collaboration with relevant subject colleagues. Qualifications, Certification And Progression Evaluate alternative learning routes for educational value, learner age and readiness, accessibility, assessment demands, cost and recognition before recommending adoption. Support school-approved industry certification, such as Pearson Generative AI Foundations, and suitable digital credentials, including relevant IBM SkillsBuild learning. As older cohorts develop, contribute to evaluation and delivery of approved vocational or project pathways, such as Pearson BTEC International Level 3 AI for learners aged 16 and above, or the EPQ AI pathway. Consider appropriate BCS or Microsoft AI certification as extension or professional learning, checking suitability and avoiding assumptions of equivalence to school qualifications. Prepare students for approved assessments and portfolios, following provider requirements for authenticity, feedback, internal assessment and quality assurance where applicable. Help students understand the distinction between regulated qualifications, industry certifications, digital badges and participation awards, linking choices to their aspirations. Assessment, Progress and Achievement Monitor and track student progress using assessment data to inform teaching and identify students who require additional challenge or support. Provide clear and constructive feedback on AI understanding, data handling, project design, model testing, ethical reasoning and explanation of outcomes. Prepare students effectively for internal assessments and any approved external certification through structured guidance, practice and review. Contribute to departmental moderation and standardisation processes to ensure accurate and consistent assessment. Assess conceptual understanding and practical application using diagnostic questioning, demonstrations, project reviews and independent tasks. Assess AI learning through project portfolios, testing evidence, reflection and oral explanation, including tasks completed independently without AI assistance. Support twice-yearly AI Growth Test administration and follow-up bridging lessons where required, working with the school’s assessment and AI leads. Apply the assessment and academic integrity rules of each approved provider, including relevant Pearson or JCQ requirements where applicable. Support students in interpreting data and evaluating AI solutions against stated criteria, including usefulness, reliability, fairness and limitations. Behaviour Management and Student Wellbeing Follow the school’s behaviour policy and maintain high expectations for student conduct and engagement. Manage classes effectively using positive behaviour strategies that support a focused and productive learning environment. Build positive relationships with students, encouraging respect, responsibility and independence. Act as a positive role model and uphold the values and ethos of the school. Support the pastoral development of students and contribute to the wider wellbeing and safeguarding of all learners. Professional Responsibilities and Wider Contribution Contribute to the wider life of the school through enrichment activities, clubs and competitions that extend students’ learning beyond the classroom. Support AI and innovation clubs through EDGE and wid