PRIMARY SCHOOL ECO-INQUIRY SPECIALIST (KEY STAGE 1)

The Arbor School Dubai is currently seeking a well-qualified, caring and inspiring Primary School Eco-Inquiry Specialist (Key Stage 1). You will serve as an integral part of the student journey to collaborate and deliver their innovative, challenging and bespoke curriculum (based on Ecoliteracy Principles and Concepts/an enhanced National Curriculum for England) in their thriving Primary School. The Arbor School celebrates a diverse community of staff and students, united by their creative and innovative engagement towards world class learning and ecoliteracy pedagogies. This post is open to a highly effective teacher with a passion for outstanding inquiry teaching and learning (curricular and extra-curricular: indoors and outdoors), and a genuine commitment to being driven and motivated by their students and a place-based curriculum entitlement. This is an exciting opportunity for a professional with a strong commitment to delivering and developing world class Eco-Inquiry, supporting both people and our planet in the UAE and beyond.
The closing date for applications is Friday 7th February 2025, but candidates will be reviewed as they are received, and the Arbor School reserves the right to make an earlier appointment for an exceptional candidate.
Enough For All, Forever
The Arbor School opened in 2018 with a very different vision of what education could and should be – experiential, authentic and inspired by the natural beauty, human ingenuity, and profound ecological and social challenges of the Arabian Peninsula.
The cultivation of a learning community uniquely committed to understanding and restoring the health of ecological and human communities as interconnected parts of a whole requires equal parts optimism, ambition, and humility. A fundamental belief in the inherit goodness of people and their capacity to act with empathy and compassion underscores the sense of hope that is fundamental to learning for a sustainable future. The resilience and determination to tackle challenges that have grown to global proportion is essential to finding sustainable solutions and orchestrating the social changes needed to grow them to scale. The realisation that comes from recognising that we are all students – never a master – drives our commitment to ignite a lifelong love of learning.

Recognising the interconnected nature of the cognitive, affective and participative domains, and their roles in shaping learning, we are pursuing a holistic approach to teaching and learning, designed to prepare learners:

• to understand the interconnected concepts of sustainability, individual and collective well-being, and environmental and social justice;
• to find purpose, meaning and joy in their interactions with the natural world and with each other, and to seek to understand people who are different to themselves; and
• to experience a sense of accomplishment and self-efficacy through their actions at home, in school and in the wider world.

• to understand the interconnected concepts of sustainability, individual and collective well-being, and environmental and social justice;
• to find purpose, meaning and joy in their interactions with the natural world and with each other, and to seek to understand people who are different to themselves; and
• to experience a sense of accomplishment and self-efficacy through their actions at home, in school and in the wider world