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H5P Content Creator


Job Description

Project context

You will work with an interdisciplinary team of staff and students from across King’s College London and with key external collaborators from the University of Warwick on a project to improve the understanding neurodivergent (ND) student and staff lived experiences of studying and working in UK HE. There will be focus on accessibility of marking criteria, assessment, and feedback.

The content is based on student and staff data that has already been collected from quantitative surveys and qualitative interviews and focus groups at the collaborating institutions. These explored neurodivergent learning and teaching experiences. This project aims to capture best practice, promote collaboration (student/staff) and dissemination of ideas and support staff in the development and delivery of inclusive approaches to education. 

Job description

Your role will be to work with the NMES Neurodivergent study circle team to transfer the content created by the team onto the course Moodle page and using H5P using the template created. You will update the glossary as needed. Create links to other parts of the course and the reading list. Ensure the reading list for the course is up to date (currently available as H5P accordion).

Phase 3 Content development: Students will work independently, or in small groups to create course content for students and staff working and learning in HE. Once complete this will be transferred onto Moodle page using H5P.

September: Students recruited to give feedback on the subsections created. The feedback will be used to inform improvements to the course.

Phase 4 Resource dissemination and communication of findings: Publishing the 1-hour open source, asynchronous training course for staff and students based in HE settings on the lived experiences of ND students and staff in HE.


Must have experience of navigating UK HE as a neurodivergent person



  • Working with interdisciplinary teams

  • Experience of digital design (H5P on Moodle)

  • An understanding of neurodiversity and the student learning experience

  • Attend and support project meetings.

  • Excellent written and oral communication skills

  • Excellent project management skills.

  • Good problem-solving skills

  • Digital skills (H5P content creation, word, google docs, excel)

  • Understanding of the importance of digital accessibility


  • Experience of creating website for users or equivalent

  • Experience of digital design

  • Video creation and editing


We are seeking a PhD level research assistance (flexible hours) to support our research project. The project will focus on design of biomimetic decellularized extra cellular matrix (ECM)  bioink  for long term survival of mesenchymal stem cells, assessment of upregulation osteogenic/cartilage markers.

Job Description/Responsibilities

  • conducting  the experiments

  • Analyse the data using appropriate statistical method

  • Write the report  to summarize data and the implications of the results



PhD im cell biology/molecular biology/related with the field


The successful applicant is expected to have experience in molecular biology and methodologies relevant to the field, including cell culture, RT-qPCR, immunistaining and imaging. experience with 3D bio printer and flow cytometry would be an advantage.

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.




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


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.



  • 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.


  • 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.


  • 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.