High School Social Studies Teacher

Independent Schools Association of Southern Africa; Johannesburg; On-site; ZAR 200,000 - 300,000; Full time

Job summary

An educational institution in Johannesburg is seeking a High School Social Studies Teacher to engage students in a collaborative and student-centered learning environment. The ideal candidate will have a strong background in Social Studies and a commitment to fostering individual growth through critical thinking and inquiry-based learning. A relevant undergraduate degree and teaching certification are required. Start date is October 01, 2025.

Qualifications

• Current teaching certification appropriate to age level and subject.
• Minimum of an undergraduate degree and a qualification in Education.
• Previous teaching experience at the required levels.

Responsibilities

• Teach Grade 9 and/or 10 Social Studies electives.
• Engage students through concept-based Social Studies curriculum.
• Collaborate with fellow teachers and contribute to department meetings.

Skills

Teaching certification

Interpersonal skills

Curriculum design

Critical thinking

Collaborative planning

Education

Undergraduate degree in relevant field

Qualification in Education

Job description

JOB DESCRIPTION: High School Social Studies Teacher
CAMPUS: Johannesburg Campus
SUPERVISOR: HS Principal
START DATE: 01 October 2025
POSTING DATE: 03 September 2025
CLOSING DATE: 10 September 2025

AISJ is dedicated to providing a student-centered, collaborative, and transdisciplinary approach to learning. Such an approach will best prepare and empower students to become responsible lifelong learners and competent, compassionate individuals. AISJ values every employee as a learner and expects them to embody and support the AISJ Portrait of Learner (Resilience, Mindful, Thinker, Globally Connected, Curious, Contributor) through their work. We are committed to justice, equity, diversity, and inclusion within our school community.

Position overview

AISJ is dedicated to providing a student-centered, collaborative, and transdisciplinary approach to learning. Such an approach will best prepare and empower students to become responsible lifelong learners and competent, compassionate individuals.

The High School Social Studies teacher will serve as a core member of the High School team, teaching Grade 9 and/or 10, and Social Studies electives, fulfilling the school’s vision and community principles. This position requires an acute understanding of the developmental needs of High school learners and a desire to work with and advocate for this age group.

The philosophy of the High School Social Studies Department is to develop deeply engaged, connected learners who are curious, independent, and open-minded. Emphasizing critical thinking, research, and communication skills, the Social Studies curriculum is concept-based. Social Studies includes multiple disciplines. In this way, students learn how Social Studies is relevant to them and the world we live in. Social Studies is also highly personalized, as students have choice in terms of the content they use to further explore and understand these larger concepts and questions. Social Studies is anchored to the AERO Common Core Plus Standards.

Qualifications

• Current teaching certification appropriate to age level and subject specializations
• A minimum of an undergraduate degree in the area of expertise required and a qualification in Education
• Previous teaching experience, and strong knowledge in the area of specializations at the required levels of study
• An understanding of High School philosophy and an ability to communicate well with High School students
• A willingness to embrace an inclusive school environment while focusing on differentiated instruction and integrated learning
• Willingness to supervise co-curricular roles
• A positive attitude and strong interpersonal skills
• Expertise in building active, collaborative classroom programs, which encourage problem solving, critical thinking skills, and develop a sense of classroom community and trust
• A solid understanding of high school organization, programs and students
• A willingness and ability to reflect and critically examine teaching practices, set goals, and commit to continuous improvement

Preferred skills and experience

• An understanding of the Common Core Standards and concept-driven learning
• Experience in teaching research and writing in the content area
• Experience in teaching a concept-based curriculum
• Strong organizational and time management abilities
• A team player with the ability to take initiative
• Curriculum and assessment development, particularly competency-based assessment and planning using Understanding by Design
• Using hands-on engagements and assessments to help students make connections to the world around them
• Technology integration and ability to teach appropriate use of AI
• Experience in creating differentiated and personalized learning experiences

Performance Responsibilities

• The assignment of this subject is dependent upon the strengths of the successful candidate and will be made by the principal.
• AISJ values continuous improvement and provides weekly professional growth and collaboration time from 2:00 pm to 4:00 pm on Wednesdays.
• In addition to the subject responsibilities, teachers at AISJ are welcomed into a collegial and collaborative working environment. In support of these, teachers are expected to:
• Communicate and liaise on a regular basis with fellow team members with regard to planning, assessment, parent and community contact, subject organization and classroom issues such including discipline, expectations, and routines
• Take an active role in behavioral management and pastoral care of class and advisory groups
• Attend and constructively contribute in staff and department/grade meetings
• Assist in supervision of student breaks
• Contribute to and support school improvement plans and initiatives
• Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents
• Establish regular links with your parent community to ensure that parents are kept well informed about student progress
• Assist in the development of curricular materials
• Chaperone annual Classroom Without Walls class trip
• Participate in and assist with school events as required

Teacher Competencies

Planning for Learning

• Curriculum Design: Creates personalized, challenging learning sequences that build on prior knowledge while ensuring knowledge transfer and regular reflection opportunities.
• Collaborative Planning: Partners across disciplines and specialties to create cohesive learning experiences that connect global contexts while anticipating student needs.
• Inquiry-Based Learning: Designs flexible conceptual units that honor student choice, pace, and multiple pathways to demonstrate understanding.
• Student Agency & Critical Thinking: Creates self-directed learners who think critically, set goals, and drive their own learning journey.
• Research-Based Instructional Excellence: Implements proven teaching strategies that adapt to individual student needs through continuous assessment and adjustment.
• Connected Learning Design: Weaves together global perspectives, real-world applications, and cross-disciplinary connections to create meaningful learning experiences.
• Collaborative Leadership: Builds a learning community where students develop leadership skills through structured collaboration and personalized engagement.

Reflecting as Practitioners

• Student Agency: Builds student capacity for self-assessment through modeling, tools, and targeted feedback that drives individual growth.
• Data-Informed Practice: Analyzes student achievement data to align curriculum, refine teaching strategies, and measure instructional effectiveness.
• Professional Growth: Engages in collaborative reflection and data analysis with colleagues to continuously improve teaching practices and student outcomes.

Promoting Relationships, Community, & Culture

• Builds strong community-school partnerships and actively participates in community initiatives to enrich the learning environment.
• Adapts teaching practices by staying informed of educational and societal changes while understanding each learner’s unique cultural background, learning style, and needs.
• Creates an inclusive learning environment that embraces diversity, challenges stereotypes, and connects learning to students’ real-world experiences and cultural contexts.
• Fosters a growth mindset by encouraging calculated risk-taking and developing students’ autonomy, personal responsibility, and ownership of learning.

All community members are expected to be committed to the AISJ Community Principles.

• We are better when we act together.
• Our differences make us stronger.
• Every team needs individuals. Every individual needs a team.

Work Hours: Monday through Friday – 188 (one hundred and eighty-eight) days per school year

APPLICATION PROCESS

To apply, please complete the electronic form [Click here] . Information captured will be securely stored and used for a reference check on the candidate’s compatibility. AISJ reserves the right to appoint the strongest candidate before the closing date if required.

SAFEGUARDING & CHILD PROTECTION

AISJ maintains robust child protection policies to ensure a safe, secure, and caring environment for our students. All employees must undergo criminal background checks, attend annual training, and sign a safeguarding agreement.

PRIVACY

By submitting your CV, you consent to AISJ processing your personal information in accordance with our Privacy Policy, accessible at AISJ Privacy Policy, and under the Protection of Personal Information Act of 2013.