Humanities Teacher - #337014

African Leadership Academy

Date: 1 week ago
City: Johannesburg, Gauteng
Contract type: Full time

Job Purpose:

At the African Leadership Academy (ALA) our vision is to develop the next generation of African Leaders. As a Humanities Teacher at African Leadership Academy, you will be responsible for promoting the Vision, Mission, Values and Aims of the school to support students to become leaders.

ALA employs the tools of critical inquiry, design thinking, and experiential learning to develop a generation of entrepreneurial leaders for Africa and the world. As a Humanities Teacher, you will develop and deliver engaging and challenging lessons that inspire students. You will work closely with other faculty members to create a dynamic and supportive learning environment that fosters intellectual curiosity and academic excellence.

At ALA, we recognize that nurturing the whole individual is paramount to shaping future leaders who are not only intellectually adept but also compassionate and socially responsible. In this role, you will be responsible for fostering a supportive and inclusive community where students feel empowered to explore their identities, navigate challenges, and build meaningful connections with peers and mentors. Through personalized guidance, mentorship initiatives, and engaging programming, we provide a safe and nurturing space for students to develop the social and emotional skills essential for success in today’s interconnected world.

As a Humanities Teacher, you will be committed to collaborating with students, faculty, and families to create a vibrant and inclusive community that celebrates diversity and empowers every individual to reach their full potential.

Together, we uphold the values of integrity, excellence, compassion, curiosity, diversity, and humility, fostering an environment where each student feels valued, supported, and inspired to make a positive impact in their communities and beyond.

Key tasks and responsibilities:


  • Teach students according to their educational needs, including the personalized planning and marking of work to be carried out by each student in accordance with school policy.
  • Set appropriate, realistic yet demanding expectations for each student's learning, building on their prior attainment/knowledge.
  • Ensure that the seven traits are reflected in the learning experience of students.
  • Assess, record and report on the attendance, progress, development and attainment of students and to keep such records as are required.
  • Ensure a high-quality learning experience for students that meets internal and external quality standards.
  • Use a variety of delivery methods which will stimulate learning appropriate to student needs and demands of the syllabus.
  • Track student progress and use information to inform teaching and learning.
  • Maintain discipline in accordance with the school’s procedures, and encourage good practice with regard to punctuality, behaviour, appearance, and standards of work.

Planning and Preparation

  • Assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the curriculum area and department.
  • Contribute to the curriculum area and department’s development plan and its implementation.
  • Plan and prepare carefully differentiated courses, lessons and resources that follow the school’s approach to curriculum design and implementation.
  • Contribute to the whole school’s planning activities.
  • Assist the Head of Humanities and Director of Teaching and Learning in ensuring that the curriculum area provides a range of teaching which complements the school’s strategic objectives.
  • Assist in the process of curriculum development and change to ensure the continued relevance to the needs of students, examining and awarding bodies and the school’s mission and strategic objectives.

Co-Curricular Activities

  • Lead one co-curricular activity to support the holistic development of students.

Student Success/Advisory

You may serve as a faculty advisor for up to 12 students as they navigate a transformative journey of academic, personal, and social growth. In this role you will be expected to:

  • Promote the general progress and well-being of all students, particularly those within the designated Advisory Group.
  • Liaise with the Student Success Team and Heads of Year to ensure the implementation of the school’s student support system.
  • Evaluate and monitor the progress of students and keep up-to-date student records as may be required.
  • Contribute to the preparation of individual education plans, progress files and other reports.
  • Alert the appropriate staff to problems experienced by students and make recommendations as to how these may be resolved.
  • Apply the school’s behaviour management and safeguarding systems effectively and accurately.
  • Communicate effectively with the parents of students as appropriate.
  • Where appropriate, communicate and cooperate with persons or bodies outside the school.
  • Follow agreed policies for communications in the school.
  • Take part in community activities including, but not limited to parents’ conferences, open days and parental workshops.

Staff Development and Growth

  • Ensure continual professional development through the identification and implementation of your own Personal Development Plan
  • Take part in the school’s staff development program by participating in arrangements for further training and professional development.
  • Continue your professional development in the relevant areas including subject knowledge, teaching methods and curriculum-based training provided by examination boards.
  • Engage actively in the performance management review process.
  • Contribute to the process of monitoring and evaluation of the curriculum area/department in line with agreed school procedures, including evaluation against quality standards and performance criteria.
  • To seek/implement modification and improvement where required.

Person Specification:



  • Uphold the values and ethos of the school by actively promoting an emotionally secure, warm, stimulating, and safe environment appropriate to the needs of the individual pupils and their families.
  • A commitment to safeguarding and promoting the welfare of children and
  • Professionalism and consideration of the well-being of children.
  • Respect for all members of the community, irrespective of position, gender, age, ethnicity, and sexual orientation.
  • A positive, resilient, and solution-focused attitude to working life.
  • A flexible approach and a willingness to get involved wherever needed.
  • Commitment to contributing to the wider life of the ALA community.

Skills and Knowledge

  • A clear understanding of the needs of older teenagers and their developmental stages.
  • Ability to work in a way that promotes the safety and well-being of older teenagers.
  • ALA is academically rigorous. All staff need to be comfortable guiding highly able students and supporting their progress to the world’s best universities.
  • The ability to work with other subject areas to “blend” student learning.
  • The ability to facilitate learning in older students.
  • Effective communication and engagement with children and their families.
  • Open to exploring innovative approaches from across the educational field.
  • Organisational, administrative and IT skills.

Qualifications and Experience

  • Fully qualified with an appropriate education degree, or a Bachelor’s degree and an internationally recognised high-quality postgraduate qualification in education.
  • A minimum of three years of teaching experience.
  • Evidence of relevant and challenging continuing professional development.


  • Post-graduate qualifications in education
  • Experience in a school delivering the Cambridge curriculum or equivalent.
  • Experience teaching more than one subject in the Humanities (Geography/History/Africa Studies/Global Perspectives/Economics/Business Studies)
  • Experience teaching students in the 16 – 18 age range.
  • Experience in international education.
  • Previous experience working with students for whom English is not their first language.
  • The ability to offer more than one subject in the Humanities (Geography/History/Africa Studies/Global Perspectives/Economics/Business Studies)
  • Knowledge of the digital culture of schools, and ability to use new technologies through innovative, future-focused methodologies.
  • Knowledge of the rapidly changing sector internationally.

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