Secondary Inclusion Teacher - August 2026

🏫 Jebel Ali School
📍 Dubai⏱ Full Time
📅 Posted Today📅 Closes 30 May 2026🔗 Via Tes International
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About this role

Jebel Ali School, Dubai, is seeking an outstanding Secondary Inclusion Teacher to join their leading British curriculum school in August 2026. Jebel Ali School, Dubai Jebel Ali School is one of Dubai’s most respected and well-established British curriculum schools, proudly rated ‘Outstanding’ by British Schools Overseas. Founded in 1977, we are known for our deep-rooted community spirit, academic excellence and unwavering belief that ‘better is always possible.’ Our guiding ethos, ‘Belong, Believe, Become’ sits at the heart of everything we do. Our modern, purpose-built campus features dedicated facilities for Foundation Stage, Primary, Secondary and Sixth Form students, alongside some of Dubai’s most impressive sports, technology and performing arts spaces. We deliver a rich, inclusive education that inspires curiosity, creativity and ambition, offering the English National Curriculum through to GCSE, BTEC, and A Level pathways. Today, over 2100 students from 80+ nationalities call Jebel Ali School home. Our students thrive within a warm, dynamic environment that balances academic rigour with personal development and they leave us as confident, compassionate and globally minded young adults ready to make their mark on the world. If you share our belief in the power of education to transform lives, we would be delighted to hear from you. Requirements The successful applicant will: Be a qualified Secondary Inclusion Teacher with Math specialism with appropriate SEN and teaching qualification (i.e. B.Ed. and/or PGCE) For this specific role, are looking for someone with confidence and a proven track record of outstanding results, teaching this subject in the Secodary classroom. A full working knowledge of The National Curriculum for England and Wales and its associated assessment practices Possess a strong focus on the pastoral care of children, understanding the balance between academic and social progress and support, as well as the ability to identif

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