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We are looking for a full time permanent Games Design Lead Tutor to join an excellent college in Waltham Forest ASAP!
The roleYou will be expected to plan and teach engaging lessons to students to aid progression, and use a range of assessment methods to provide outstanding feedback to engage and inspire students. You will be a lead tutor of Games Design, and be an expected to utilise your scripting and programming knowledge to teach high quality lessons.
The ideal Games Design Lead Tutor should have:- A degree in a relevant subject area- Maths/English grade C/4, or Level 2- Good organisation skills, and be able to manage your own workload effectively and flexibly- Experience with Adobe Photoshop/After Effects/Premiere - modelling, concept art/textures (desirable)- Experience of working professionally in a relevant creative industry/as an entrepreneur (desirable)
The schoolThis is a a popular college based in Waltham Forest, with state of the art facilities in all subjects. They aspire to be an outstanding training provider, promote wellbeing for staff and want to bring industry to the classroom. They are situated by public transport links and therefore is convenient to travel to.
How to applyWe look forward to hearing from you, please email your CV, or visit our website and apply online at www.asq-education.co.uk
About usASQ Education partners with a variety of primary and secondary schools across London and the Home Counties to offer you the latest and best selection of educational positions. We will help you find the right short term, long term or permanent role in a school and location that suits you. Whether you are searching for a teacher’s role in a primary school, a supervisor’s role in a secondary school, or a learning support assistant role in an SEN school, we will work closely with you to ensure you get the job that you want. We are also here to guide you through every step of the recruitment process and provide a wealth of resources and expert advice to support you in your search for the perfect role.
