Teacher - Computer Science and AI - Muna British Academy - AY27/28

Job Description Muna British Academy is seeking an outstanding Teacher of Computer Science and Artificial Intelligence, commencing in the 2027/28 academic year, who can inspire computational thinking, nurture creativity and develop confident programmers. This is an exciting opportunity to contribute to our ambitious Key Stage 3 Computing and AI curriculum and the introduction of Pearson Edexcel GCSE or International GCSE Computer Science, with progression towards A-Level study as our secondary school expands. We are looking for a passionate subject specialist who combines strong programming skills with an understanding of artificial intelligence and the ability to make algorithms, computer systems and networks accessible and engaging. Through clear modelling, practical challenges and skilful adaptation, you will support students in designing, testing and refining solutions with increasing independence. You will also develop students’ AI literacy, critical evaluation skills and understanding of responsible technology use. Beyond the classroom, you will enrich students’ experiences through coding and AI clubs, STEM projects, robotics and computing competitions, connecting learning with sustainability, innovation 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 Computer Science and AI, delivering high-quality teaching at KS3 and examination courses at KS4 and KS5 as provision develops. Teach a balanced curriculum of Computer Science, Information Technology and digital literacy at KS3, building secure foundations for further study. Deliver engaging and well-structured lessons that develop computational thinking, logical reasoning, creativity and independence in solving unfamiliar problems. Plan and deliver schemes of work aligned with the National Curriculum for England at KS3 and the chosen Pearson Edexcel GCSE or International GCSE specification at KS4. Prepare students effectively for theoretical and practical programming examinations and contribute to future A-Level provision in line with the school’s agreed pathway. Develop understanding of abstraction, decomposition, algorithms, data representation, computer architecture, networks and the wider impact of computing. Teach programming through clear modelling, guided practice and independent application, developing confidence in Python 3 and other suitable languages where appropriate. Develop students’ ability to explain algorithms, trace code, choose suitable data structures and use systematic testing to identify and correct errors. Provide age-appropriate opportunities to explore physical computing, robotics, web development and real-world digital solutions, using available resources. Plan lessons and sequences of learning that meet the needs of all learners, ensuring appropriate challenge and support across the full ability range. Use assessment effectively to monitor student progress, inform planning and support students in achieving their potential. Develop students’ independence and resilience through designing, implementing, testing, debugging and refining programs to solve meaningful problems. Create stimulating Computing classrooms and maintain clear routines for the safe, responsible and effective use of devices, software and digital resources. Promote digital citizenship, online safety, privacy, cybersecurity awareness and respect for intellectual property, in line with school policies. Liaise with IT support and the Examinations Officer on software, development environments, accessibility and secure practical examination arrangements. Use a range of teaching strategies, including digital technology and blended learning approaches, to enhance student engagement and progress. Support the needs of all learners, including POD (SEN), EAL and G&T students, through effective differentiation and inclusive teaching practices. Contribute to coherent Computing and AI curriculum development, with ambitious expectations and appropriate progression towards examination study. 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. 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 computational thinking, programming accuracy, debugging, technical explanations and examination performance. Prepare students effectively for internal and external assessments through structured revision and examination preparation. Contribute to departmental moderation and standardisation processes to ensure accurate and consistent assessment. Assess both conceptual understanding and practical programming, using code reviews, diagnostic questioning and independent tasks to identify misconceptions. 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 current Pearson and relevant JCQ assessment rules, ensuring permitted AI use is acknowledged and students’ submitted work remains authentic. Support students in applying mathematical and logical reasoning to computing problems and evaluating the effectiveness of computational solutions. 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 Contr