 |
 |
 |
 |
 |
||||||||||
 |
|
|||||||||||||
 |
 |
 |
 |
 |
 |
|
||||||||
 |
 |
|
||||||||||||
 |
|
|||||||||||||
 |
 |
 |
|
|||||||||||
     |
 |
|
||||||||||||
 |
|
|||||||||||||
Career Opportunity with DMBS
Although the school is relatively small compared to some of the schools in Qatar we are known as one the happiest. We have a family orientated atmosphere and we offer and in return hope to receive, loyalty and commitment from our staff. Our staff enjoy coming to work; we are a family, we support, help and respect not only each other but also the pupils and their families. We are all very excited about the school becoming larger and feel proud to be part of that evolution. If you feel you would like to be part of the ‘DMBS family’ why not apply today
Our Teachers
DMBS teaching staff consists of mainly teachers from the UK however; we have staff from Europe, Canada and South Africa. All teachers are highly qualified and are fully competent and experienced in teaching.
British National Curriculum.
We pride ourselves on having a holistic approach to education, with an excellent home/school rapport. We have an open door policy were parents are welcome to come and chat to us about any concerns they have over their child’s progress |
 |
Live in Qatar
Qatar situated in the Middle East has a population of 863,051 and is slightly smaller than Connecticut (USA). The capital is called Doha and the unit of currency is the Qatari Riyal. The Al-Thani family has ruled since the mid 1800’s. Oil and natural gas enable Qatar to have one of the highest per capita incomes in the world. Doha is a busy thriving cosmopolitan city and the growth and development is massive. Qatar is a very safe environment to live and wonderful place to bring children to. .... More info
Click below Links to view available opportunities
Montessori trained pre-school teachers Key stage 2 class teachers Specialist pe teacher (upper ks2 & ks3/4) |
|
|||||||||||
 |
|
|||||||||||||
|
|
|||||||||||||
 |
 |
|
||||||||||||
 |
|
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|