A little about us The Atelier is a progressive, learning centre. We believe the goal of education is to support children and young people in their growth through their many phases of childhood and adolescence. We nurture and attend to the whole being and self. This means supporting children's development and needs across all domains — physical, social, emotional and cognitive

.

As mentors, we support young people in learning how to learn, developing a deeper understanding of themselves and engaging meaningfully with the world around them. We listen to and take seriously their ideas, questions and theories; create space for dialogue, relationships, exploration and play; and provide the guidance, challenge and nurture they need through their current developmental phase.

We take inspiration from the Reggio Emilia Approach to education and from a range of developmental, educational and social theorists.

Most importantly, we work within a culture embedded in the values of care, respect and trust

. At The Atelier, children and young people grow and learn in a safe, non-judgemental environment where each individual's uniqueness is respected and celebrated.

Key Responsibilities

- Social-emotional and developmental needs — Mentors support young people in developing personal, social and relational awareness. Supporting the development of identity, autonomy, belonging, empathy, collaboration, negotiation and conflict resolution is an key part of the role. Mentors recognise the particular developmental needs of adolescence and create spaces where young people can express themselves, question, reflect and make meaning of their experiences.
- Physical needs and wellbeing — Supporting children and young people with their physical needs during the day, including supervision for safety, responding to minor first-aid needs and attending to food, water and other bodily needs, in collaboration with other mentors and support staff.
- Working with groups — Holding and working with a group of approximately 15–20 children and young people, both independently and in partnership with other mentors. This includes supporting whole-group, small-group and individual learning processes.
- Learning and curriculum — Supporting learning through a mix of disciplinary, interdisciplinary and trans-disciplinary experiences. Young people engage in focused subject learning, dialogue, research, self-directed learning and long-term projects. This requires mentors to work through a cycle of observation, research, design, invitation, facilitation, assessment and documentation within the context of an emergent and responsive curriculum.
- Subject learning — Facilitating meaningful and rigorous learning experiences across Mathematics, English Language, Science and Social Studies. The mentor should be able to support the development of conceptual understanding, subject knowledge and skills, in at least one or two of the core disciplines — Mathematics, English Language,



Science and Social Studies — along with the confidence and willingness to facilitate interdisciplinary learning and support learners across other areas.
- IGCSE examinations — Supporting middle and secondary years learners in engaging with the Cambridge curriculum and preparing for IGCSE examinations. This includes helping learners develop the subject knowledge, conceptual understanding, academic skills, study habits and examination strategies required to navigate the demands of the curriculum, while continuing to support agency, wellbeing and a meaningful relationship with learning.
- Supporting inquiry, critical thinking and independence — Creating learning environments and experiences that encourage young people to question, investigate, research, analyse, create and make meaning. Mentors support learners in developing their own ideas, strategies and perspectives while also learning to engage critically with the ideas of others.
- Supporting self-discovery, constructivist learning and intrinsic motivation — Creating conditions in which young people can increasingly take ownership of their learning, make choices, set goals, reflect on their progress and develop a positive and resilient disposition towards learning.
- Connecting learning with the world — Creating opportunities for young people to engage with authentic questions, contemporary issues and real-world contexts. This includes facilitating interdisciplinary and project-based learning that enables them to connect disciplinary knowledge with their lives, communities and the wider world.
- Assessment and documentation — Observing, documenting and reflecting on individual and group learning journeys as a way of understanding and supporting growth. This includes using a range of formative assessment practices and supporting young people in becoming increasingly aware of their own learning processes.
- Partnering with parents — Ensuring ongoing communication with parents regarding children's learning, development and social-emotional needs and challenges. Participating in conversations and documentation that help families understand their child's growth and learning journey.

When we meet applicants for a role at The Atelier, we gauge alignment in the following areas:

- Intention to work in a learner-centred, progressive school.
- Openness to working in a dynamic learning environment that provides opportunities for young people to engage with and increasingly self-direct their learning. This means supporting multiple individual and small-group processes and differentiating learning based on individual needs, interests and readiness.
- Practising gentle,



respectful and developmentally appropriate communication with children and adolescents at all times — while setting boundaries, supporting transitions and mediating conflicts.
- Developing the capacity to work in the complex role of a mentor — an adult who nurtures, provides enabling structures, is playful and curious, facilitates learning, creates environments and is thoughtful, reflective and intentional in their practice.
- Strong proficiency in at least one or two of the core disciplines — Mathematics, English Language, Science and Social Studies — along with the confidence and willingness to facilitate interdisciplinary learning and support learners across other areas.
- Familiarity with, or the willingness and ability to learn, the Cambridge curriculum and the IGCSE assessment requirements, and to support learners in preparing for their examinations.
- Ability to research, learn and design developmentally appropriate curricular practices for middle and secondary years learners.
- Ability to balance learner-led inquiry and self-direction with intentional teaching, guidance and the development of disciplinary knowledge and skills.
- Application of divergent, critical and creative thinking to create interdisciplinary and trans-disciplinary projects that support authentic, meaningful and real-world learning.
- Openness to engaging with complex and contemporary social, environmental, political and global issues in developmentally appropriate ways.
- Openness to unlearning, stepping back and observing when needed.
- Being on an ongoing journey of learning and reflection about self, society and the role of an educator.

Skills and Qualifications Required

- An undergraduate or postgraduate degree in a relevant discipline. Degrees in Mathematics, English, Sciences, Social Sciences, Humanities or Education would be valuable.
- A background or qualification in education, psychology or a related field is preferred but not essential.
- Strong subject knowledge and proficiency in one or more key disciplines - Mathematics, English Language, Science and Social Studies at the middle and secondary years level.
- Ability to facilitate learning across more than one discipline and make meaningful connections between subjects.
- Experience with, or openness to learning, inquiry-based, project-based and interdisciplinary approaches to education.
- Prior experience working with adolescents or in an educational setting is preferred.
- Proficiency in using everyday technology and digital tools, including word processing, spreadsheets, presentation tools and online research tools.
- Strong organisational, planning and documentation skills.
- Independent thinking, decision-making, creative and critical thinking.
- Personal, social and community awareness and responsibility.
- Problem-solving, conflict management and resolution.
- Appreciation of diversity, equity and inclusivity.
- Strong communication and facilitation skills.
- Reflective thinking and a willingness to learn, adapt and grow.

📌 Middle School Facilitator-Mentor — Progressive Child-led Learning (Bengaluru)
🏢 The Atelier
📍 Bengaluru