£0.00 - £34,000.00 Per Annum
Guildford, United Kingdom
Art and Animation,Games and Level Design,Programming and Development
Contract | Full Time
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 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.
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.
ACM Tutors play a critical role in achieving excellent, measurable, quality results in the education sector for all of our students.
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
Use the VLE as an effective tool to continue to develop and grow student access to curriculum and extra-curriculum learning opportunities at ACM
Maximise the use of technology in teaching, learning and assessment 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 of modules and personal and professional development
In ACM Further Education programme provide clear and constructive feedback to parents through parental reports and parents evenings
Awareness of attendance issues and include the responsibility of contacting the students regarding this.
Complete all marking within the allocated timeframes for your given cohort
Have an awareness of safeguarding and welfare, following the correct channels if concerned
Attend open days and auditions as required to ensure students are given correct course information and support
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 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 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 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)
Level 3 Assessor Award
Minimum Level 5 vocational qualification e.g. NVQ, RSL,
Relevant Foundation or Undergraduate degree
Teaching qualification (Secondary, Vocational)
+ Minimum 2 years experience in any of the following:
Tutoring for Schools Music Service or Supply teaching
Vocational course delivery (FE College or Community Learning)
Apprenticeship or Traineeship Delivery
Authoring Relevant Adult Education Teaching Vocational texts
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:
To empower individuals from diverse backgrounds, to maintain accessibility, and provide an inclusive organisational culture.
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.
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.
You can find the application form on the following link - https://www.acm.ac.uk/jobs-acm/.
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.
Keep Calm and waka waka...