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Learning Lounge Maths Tutor

£33,150 - £33,150
 

Job Description

Recruitment is open for 2 MathsTutors at a local school in Bow. We are looking to recruit 2 enthusiastic undergraduates and/or postgraduates to work alongside teachers to ensure that potentially underachieving students make the necessary academic progress. The role will be to support KS3 students in Maths.



All tutors will receive full training during one afternoon in the week starting of your assignment



As well as being a highly rewarding experience we will be offering payment of £17.00 per hour plus holiday pay.



Duties will include:




  • One to one and group tutoring of students in Years 7 - 9 (ages 11 - 14). The resources for these sessions will be provided by the school.

  • Reading over and offering feedback on homework tasks completed by tutees.

  • Providing assistance on exam technique and study skills.

  • Assisting with revision for end of year exams.



Must be able to commit to 1.5 hours per day on 2 or more days per week (Monday to Thursday) from 3 - 4.30pm.



Qualifications

Studying for a degree in Maths would be advantageous. 



Skills

We are looking for:




  • Excellent GCSE and Alevel Grades in Maths 

  • Supportive, patient, kind and consistent.

  • A passion for motivating students and increasing their confidence in learning.

  • The ability to develop professional relationships with young people.

  • Able to offer constructive feedback.

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Provision of the administrative processes for the Bachelor in Medicine/Bachelor in Surgery, in particular years 3 and 4 of the programme



Act as a key contact for all enquiries relating to the relevant programmes.

Ensuring the smooth running of the relevant programmes on a day to day basis

Maintaining accurate records of student progression, including EC submissions; any other

relevant information which will be required for Subject Exam Boards.

Acting as secretary to the Academic Leads Meetings, including sending out agenda &

associated paperwork, minute taking, distribution of action points.

Supporting the work of the wider Curriculum Operation Unit, including contributing to the

provision of cover.



Qualifications

GCSE/O Level (Grade C or above) or equivalent in English and Maths



Educated to A Level (Grade C or above) or equivalent



(Desirable) Degree or equivalent, or equivalent attainment through experience



Skills

Experience of working as an administrator in a Higher Education Office environment

(preferably health care related)

A successful track record in working with colleagues at all levels, including senior staff and

external contacts

A good understanding of the annual cycle of administration within a Higher Education

environment

Experience of working with a variety of databases (ideally SITS)

Awareness and understanding of the current issues within Higher Education, particularly in

health care disciplines



Excellent organisational skills

Excellent IT skills, including spreadsheets, email, word processing and database

management (Microsoft Office)

Excellent written, verbal and numeracy skills

Accuracy and attention to detail

Ability to prioritise a varied workload and meet tight deadlines

Ability to deal with students in a supportive, friendly, and professional manner

A good understanding of student records and GDPR

This is a two-day invigilation assignment for GKT Medical School, King's College London. These particular shifts will be held at University Hospital Lewisham (Lewisham High Street, London, SE13 6LH). The role requires you to be on site from 08:15 - 16:30 on the 21st and/or 22nd of May. Please indicate in your application the dates you are interested in working.



 



How these exams work



 



Objective Structured Clinical Examinations (OSCEs) are assessments used to evaluate medical students' clinical skills. They are divided into circuits of eight stations, each with a different scenario that lasts eight minutes. Students are examined on their performance at each station.



 



After completing a station, students move on to the next station in numerical order. The exam is a loop, so after completing station 8, students return to station 1. The exam ends when students have completed all stations in the circuit.



 



After students complete the circuit, they return to the holding rooms while supporting staff, including invigilators, prepare the stations and circuits for the next group of students.



Qualifications

N/A



Skills

Previous experience of invigilating exams would be useful but is not essential.



Candidates must not be studying medicine at KCL or any other institution.

Job Overview



We are delighted to be advertising a part time Project Coordinator role to support the work of Schools Mental Health Innovation and Maudsley Education Consultation Service.  This is a new role in a developing area within Children and Young People’s Mental Health Services (CAMHS) in South London and Maudsley Foundation NHS Trust. There is rich and exciting work already happening in our SLaM boroughs within Mental Health Support Teams in schools, as well as creative work co-occurring within schools led by National and Specialist CAMHS Teams. Part of the Schools Innovation and Consultation work is to support coordination and sharing of good practice across all these existing teams, but also to develop new innovations where there are gaps. The TExaS project is an example of the innovation work.  The research project aims to help teachers support the children and young people in their classrooms who have mental health difficulties through providing training and practical support via an online platform. This work is led by a Consultant Psychiatrist and supporting Consultant Clinical Psychologist in SLAM, as well as researchers in Kings College London. 



 



Main duties of the role



The postholder will have two main roles: to support existing schools’ work and to support new schools’ innovations. The first role will include supporting the coordination of both and clinical school innovation projects in CAMHS and National and Specialist CAMHS, as well as the coordination of research  projects in schools from Kings College London. This will involve attending meetings and require good liaison skills and team working. The second role of supporting innovations will include providing psychoeducation for teachers; online consultation with health and education experts including liaising with CAMHS and other mental health professionals for advice and referral; guided self-help for teachers to address work-place stress; and develop sustainable teacher to teacher peer support networks moderated by expert teachers. There will be additional new school innovations which the postholder would support. 



The Team



Team members include a Consultant Psychiatrist and Consultant Psychologist and frequent liaison with several SLAM and Kings colleagues. Staff in the School Mental Health Innovation and Consultation work are passionate about working within the school system, believing that intervening early can prevent further difficulties escalating. Working with teachers and other parts of the school system are exciting developments, which makes the work stimulating and rewarding. We value difference and continually seek to become professionals that are curious, supportive and inclusive of all children, young people and staff members.



About our locations



The postholder will do some home working within this role. They will be required to travel to various schools, community mental health services in Croydon, Lambeth, Lewisham and Southwark and to the Maudsley for meetings. This is the location of the Trust headquarters and at Denmark Hill less than 5 minutes from the train station (zone 2) and is within walking distance from the beautiful green spaces of Ruskin park and the vibrant high-street that offers great shopping opportunities and with a wide range of restaurants.



 



Job Description




  • To support coordination of schools’ work across the CAMHS borough teams and National and Specialist Services and King’s College academic department. This will include setting up and attending meetings, writing minutes, liaising with mental health colleagues and teachers and developing relevant resources. 

  • To support new schools’ innovations work including the TExaS project, involving running focus groups, developing training materials, supporting the online platform for teachers. Other innovations may include for example supporting school governor training involving preparing resources and teaching



Qualifications

A First-class or Upper-second-class Bachelors degree with Honours in Psychology or an equivalent conversion course that is accredited by the British Psychological Society and confers the Graduate Basis for Chartered Membership of the British Psychological Society.



Skills

Experience




  • Post-graduate experience of conducting research projects or audits. 

  • Experience that supports working with, and addressing issues of, diversity within local communities. This may have been gained through work, research, volunteering and / or lived experience. 



Understanding / Knowledge




  • Graduate level knowledge of psychological research methodology and statistical analysis. 

  • Good theoretical knowledge of the problems experienced by and needs of young people and of methods of assessment, treatment and support. 

  • Awareness of racial and diversity issues, e.g., through  attendance at relevant training.



Skills




  • Well-developed verbal and written communication skills including communicating complex information to clients, families, teachers and colleagues.

  • Well-developed IT skills including entry and analysis of research data.



Abilities




  • Ability to work effectively within a multi- disciplinary team, participating in effective team functioning and holding team roles. 

  • Ability to identify and follow relevant clinical governance procedures. 

  • Ability to maintain concentration and to remain in restricted positions for long periods during observations, assessments and psychological interventions. 

  • Ability to manage occasional emotionally stressful situations such as working with victims of abuse or trauma, or with people who engage in severe self-harming or aggressive behaviour. 

  • Ability to communicate complex, sensitive or contentious information to people 

  • Ability to manage verbal abuse and hostility directed at self.

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