Learning and skills teacher
Education and early years
Level 5 -
Teaching young people and adults within all parts of the education and training sector.
Reference: OCC0149
Status:
SOC 2020 sub unit groups:
- 2312/00 Further education teaching professionals
- 2319/01 Adult education tutors
- 2319/99 Teaching professionals n.e.c.
Technical Education Products
Employers involved in creating the standard:
ACL Essex, Activate Apprenticeships, Basingstoke College Bedford College, Birmingham Metropolitan College, City & Guilds Derbyshire Adult Community Manager, Doncaster College, Education & Training Foundation, IPS International Ltd, ITC Skills, Halesowen College, HIT Training, Hull Training & Adult Learning Leeds College of Building, Leicester College/De Montford, University Partnership, London Borough of Hillingdon, Michael john Training School, National Skills Academy for Health, Newcastle College, South Devon College, Swindon College, Youth Force
Summary
This occupation is found in all parts of the Further Education and Skills Sector (FES), usually in settings where students are aged 16 and above (a small number of teachers may teach 14-16 year olds in alternative provision, including FE colleges). The majority of Further Education, Learning and Skills Teachers will work in FE colleges (whether general or specialist), independent training providers (ITPs), Adult Community Learning (ACL) providers or offender learning. A small number may work as trainers in large organisations. Teaching can be delivered at a range of levels including essential skills generally up to Level 3 including, academic, vocational and technical education, some teachers may deliver subjects up to post-graduate level; it will also cover a broad range of both academic and technical subject/sector areas. Many Learning and Skills Teachers are dual professionals drawing on their technical and vocational as well as academic experience and qualifications to provide a high-quality learning experience.
The broad purpose of the occupation is to ensure that students achieve the best possible knowledge, skills and behaviours. Learning and Skills Teachers do this by planning and delivering teaching that is current, comprehensive and challenging, and that inspires students to engage, progress and achieve their full potential.
In their daily work, an employee in this occupation interacts with other Teachers and FES professionals and students of different ages, abilities, backgrounds and ambitions. They may also interact with employers and stakeholders. Teachers who are specialists in a particular technical or vocational subject, sector or occupation will typically maintain close working relationships with others working in their industry/sector and keep their own knowledge and skills up to date.
An employee in this occupation is responsible for helping to prepare each of their students for progression to/or within employment or to further study. To deliver this to a diverse group of students, including those with special educational needs, a Learning and Skills Teacher needs to be flexible, innovative, and adaptable, changing their behaviour and teaching style to suit the environment and level of their students. A Learning and Skills Teacher needs to have a sound understanding of pedagogy and regularly engage with robust evidence of effective teaching and learning methods and practice relevant to their subject area(s). A Learning and Skills Teacher typically has significant autonomy and needs to demonstrate consistently high standards of personal and professional conduct and is accountable for their professional development. A Learning and Skills Teacher may be responsible for the managing of others, as well as managing budgets.
Employers involved in creating the standard:
ACL Essex, Activate Apprenticeships, Basingstoke College Bedford College, Birmingham Metropolitan College, City & Guilds Derbyshire Adult Community Manager, Doncaster College, Education & Training Foundation, IPS International Ltd, ITC Skills, Halesowen College, HIT Training, Hull Training & Adult Learning Leeds College of Building, Leicester College/De Montford, University Partnership, London Borough of Hillingdon, Michael john Training School, National Skills Academy for Health, Newcastle College, South Devon College, Swindon College, Youth Force
Typical job titles include:
Keywords:
Knowledge, skills and behaviours (KSBs)
Duties
Duty D1
Promote a passion for learning and set high expectations of all students and support their personal and skills development
Duty D2
Maintain a focus on outcomes, for all students, so that they recognise the value of their learning and the future opportunities available to them
Duty D3
Demonstrate, maintain and evidence excellent pedagogy, subject, curriculum and industry knowledge and practice
Duty D4
Plan, deliver and evaluate effective evidence-informed teaching using assessment, relevant systems and safe use of technology to support learning
Duty D5
Work in a manner that values diversity, and actively promote equality of opportunity and inclusion by responding to the needs of all students
Duty D6
Model professional relationships with students, colleagues and stakeholders that support the highest quality education and training
Duty D7
Work within professional boundaries, legal and ethical standards to set clear expectations for engaging in learning for all students
Duty D8
Undertake relevant roles and duties and model sustainable practices, having regard to professional standards, demonstrating resilience and adaptability when dealing with challenge and change
Duty D9
Support students with their next steps for progression and learning by providing appropriate information, advice, and guidance
Occupational Progression
This occupational progression map shows technical occupations that have transferable knowledge and skills.
In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.
It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.
Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.
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