HE Cohort Tutor (Games Art and Development)

Job content

ACM is a specialist creative industries education provider offering a range of Further and Higher Education programmes in subjects including Music Performance, Songwriting and Creative Artistry, Audio Production, Technical Services, Business Management and Game Development. Our creative and dynamic environment blends academic excellence and professionalism alongside leading-edge industry thinking and business innovation. With campuses in Surrey, London and Birmingham, we are also proud to have Metropolis Studios, Europe’s largest recording complex, within our company group.

ACM’s Vision:

ACM will incubate potential and talent, supporting the personalised development needs of our students to facilitate a structured path from education to employment.

We provide a safe and supported space where creative talent and imagination can flourish in a caring environment. Barriers to learning are identified through a holistic and person-centred approach to unlock the potential of the individual, enabling personal growth through professional and academic development. Our core aim is for our students to enjoy lifelong sustainable careers underpinned by applied learning and a specialist, cutting-edge curriculum.

Therefore, our vision is to not only be the leader in applied, industry-connected, creative arts education but to also be the leader in care and support for mental health and other traditional barriers to learning, thereby driving up the standards expected within higher and further education.

ACM’s Mission:

To provide an immersive student experience, with a curriculum which is connected to the industry in real-time, based on a learning by doing ethos. Our core aim is to build confidence and self-awareness, providing students with the skills necessary to recognise and take opportunities.

Ultimately our mission is to enable students to fulfil their potential and enjoy a sustainable career within the creative arts industry.

PURPOSE

ACM Tutors play a critical role in achieving excellent, measurable, quality results in the education sector for all of our students.

Main Responsibilities

• Support the teaching and assessment objectives of ACM through high-quality classroom delivery and innovative assessment

• Contribute to assessment briefs, standardisation and marking in line with current ACM academic practice

• Develop teaching materials, resources and module content for delivery across ACM

• Supervise student projects, field trips and, where appropriate, placements

• Undertake tutorials: These will either be formally scheduled as part of the students’ timetable and facilitated by the module team (Drop-ins) or booked in via the module team identifying the need for more support and/or upskilling within a module, discipline or pathway. Tutorials should be focussed on the individual needs of the student.

• Use the VLE as an effective tool to continue to develop and grow the reach of education at ACM

• Maximise the use of technology in teaching and the development of compelling curriculum content

• Contribute to existing content of modules related to your specialism, to lead and teach modules related to your specialism, as well as contribute to other project modules within the Academy

• Participate in training in line with the professional development frameworks and partners frameworks

• Maintain high levels of awareness around safeguarding and when needed follow the safeguarding procedure

• Participate in the tutor forum and module team meetings as required

• Review own contribution and student module feedback to ensure own continuous development

• Attend open days and auditions as required to ensure students are given correct course information and support

• Complete all marking within the allocated timeframes for your given cohort

• Have an awareness of safeguarding and welfare, following the correct channels if concerned

• Deliver high quality teaching

Key Performance Indicators (KPIs)

a) The agreed scheme of work and the assessment method is delivered as set out by the module leadership team in order for students to be able to fully meet the learning outcomes;

b) Effective and compelling delivery of learning on-line and on campus that is appropriate for the relevant level of student and learning session types delivered.

• Community: large groups of students in which student expectations, tutor approaches, learning resources, key themes, topics, module objectives and perspectives are communicated and a weekly orientation map for students to know where they should be as they journey through the module.

• Cohort: interactive with demonstrations, participation of students in demonstrating approaches, deepening different perspectives through discussion of the learning resources. Balancing student individual interests with those of the whole group. Responding to the need for relevant contexts, content and the prerequisite skills and knowledge for students to engage in the weekly set project group tasks. Promoting independent learning activities for upskilling or extending deeper or broader into the profession, academic subject or transferable skills.

• Project: the focus is to up-skill students to the required threshold for the module in the first hour of every Project group and to signpost those who have already acquired the skills to additional resources or activities that will develop these further. Observe and review the students for 30-40 minutes as they carry out the weekly tasks that build towards the assessment and communicate clearly what is required based on the student expectations laid out in the community sessions, if they are on track, how they could improve and what each individual in the group needs to achieve and guidance of how they could approach this. The small groups enable the tutor to become aware of any academic, skills or well-being issues and these should be reported in the appropriate manner (e.g. module leader, cohort tutor, safe-guarding lead or referral to student engagement or student support etc.)

• Assessments: to observe and review live or recorded assessments, written critical or reflective assessments, portfolio of appropriate student work for the pathway or discipline against the brief, the learning outcomes and the marking rubric. Provide specific, constructive, useful and respectful feedback to enable further development using the accurate terminology for the grade given. Comply with the marking schedule and methodology using CANVAS grader etc.

• Canvas: to contribute to the dynamic use of the VLE in accordance with the module team directives, this may include preparing and uploading initial content and weekly scheme of work with tasks, adding or updating resources weekly, supporting social learning activities of students and updating and reviewing material and content. This will also include marking and giving feedback (see above)

c) To engage in the weekly module team meeting and respond to challenges, opportunities, issues and concerns as they arise and to keep the module leader informed of any awareness of these as soon as possible.

d) To carry out a personal review of the module in the form of a weekly/daily journal or log that highlights personal or professional development strengths and needs and records a balanced score card approach of student concerns and feedback in the delivered sessions, and tutor concerns, challenges, opportunities, constraints. This personal review will be used in the end of module review in order to continuously improve the module.

e) To keep a weekly/ daily record of any concerns with student progress and development needs. These can be reviewed by the module team in weekly meetings so that those students who are not on track can be identified and supported appropriately and timely. Additionally, provide progress reports to the parents in Further Education.

f) To engage in the module review as part of a team and respond to the following module performance, identify critical factors and make continuous improvements :

• Student attendance

• Student engagement on the VLE

• Student submission rate

• Student achievement profiles

• Overall student performance

• WP student performance

• Student development curve (i.e. ready for the module at the next level of development e.g. Level F, Level 4, Level 5, Level 6)

Benchmarks for Higher Education:

• External Examiner role for another HE institution programme in their field

• Published work in academic or professional texts

• Course design and delivery

• Instructional Design for Continuing Professional Development

• Leadership roles and/or membership in Professional Associations in their field eg FRSA, MMF, AIM, PRS, MU, etc

• Current combination of Professional and academic experience

• MOOCs

• Research Fellowships

• Industry or Civic Awards

• Creative Enterprise development

• Creative Industries Researchers and Consultants

Essential Person Specification

• As a minimum, a related undergraduate qualification

• Ability to teach using a range of techniques (e.g. including small and large group work, utilising blended learning techniques)

• Some understanding of safeguarding

• Excellent IT skills and knowledge

• Excellent oral and written communication skills

• Strong organisational and reporting skills

• Ability to work on own initiative, prioritising and managing time effectively

• Awareness of the current issues impacting Higher/Further Education and the role that teaching plays

Desirable Person Specification

• PGCE or other postgraduate qualification

• Experience in curriculum and assessment design and creation

• Safeguarding experience or qualification

All ACM staff work to the same values which are:

Inclusivity

To empower individuals from diverse backgrounds, to maintain accessibility, and provide an inclusive organisational culture.

Supportive environments

To provide environments that support personal and professional development through a holistic approach and bring the benefits of the creative arts to the wider community.

Agility and innovation

To provide an inspiring organisational culture that embraces innovation through openness, flexibility, creativity and self-evaluation.

Connectivity

To recognise the benefits of working closely with industry and others, to embrace new technologies, and to provide meaningful opportunities, in order to enhance learning.

Professional and academically strong standards

To provide state of the art professional environments, to inspire determination and enthusiasm, and ensure high professional and academic standards

Please be aware all ACM staff must undergo a Disclosure and Barring Service Check prior to starting. This will need to be renewed once every three years.

This job purpose reflects the core activities of the post. As the Department and the post-holder develop, there will inevitably be some changes to the duties for which the post is responsible, and possibly to the emphasis of the post itself. ACM expects that the post-holder will recognise this and will adopt a flexible approach to work. This could include undertaking relevant training where necessary. Should significant changes to the job purpose become necessary, the post-holder will be consulted and the changes reflected in a revised job purpose.

Please if you are interest in one of our roles here at the ACM, you will be able to progress this via our recruitment process, we will need to ask you to complete a form for us. You can find this on the following link - https://www.acm.ac.uk/jobs-acm/.

ACM reserve the right to close job adverts earlier than the advertised end date where required based on volume of applications.

Job Type: Part-time

Salary: £36,000.00 per year

Schedule:

• 8 hour shift

Work remotely:

• No