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home Education and early years
Teacher

Teacher

Education and early years

Level 6 - Professional Occupation

Educating young people to achieve the highest possible standards.

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Reference: OCC0490

Status: assignment_turned_inApproved occupation

Average (median) salary: £29,396 per year

SOC 2020 code: 2317 Teachers of english as a foreign language

SOC 2020 sub unit groups:

  • 2314/00 Primary education teaching professionals
  • 2312/00 Further education teaching professionals
  • 2313/01 Teachers of art
  • 2313/02 Teachers of biology
  • 2313/03 Teachers of chemistry
  • 2313/04 Teachers of design technology
  • 2313/05 Teachers of drama
  • 2313/06 Teachers of economics
  • 2313/07 Teachers of English
  • 2313/08 Teachers of geography
  • 2313/09 Teachers of history
  • 2313/10 Teachers of ICT and computer science
  • 2313/11 Teachers of mathematics
  • 2313/12 Teachers of modern foreign languages
  • 2313/13 Teachers of music
  • 2313/14 Teachers of physical education
  • 2313/15 Teachers of physics
  • 2313/16 Teachers of psychology
  • 2313/17 Teachers of religious education
  • 2313/18 Teachers of sociology
  • 2313/19 Teachers of Welsh
  • 2315/00 Nursery education teaching professionals
  • 2317/00 Teachers of English as a Foreign Language
  • 3432/04 Forest school practitioners

Technical Education Products

ST0490:

Teacher

(Level 6)

Approved for delivery

Employers involved in creating the standard:

Cambridgeshire County Council, The Dean Trust Teaching school, Harris Federation, Leigh Academies Trust, Avonbourne Multi Academy Trust,, Lake Academies Trust, St John Vianney Primary School, Thames and Essex Primary SCITT, Ewell Grove Primary School, Skinners’ Kent Academy, Teach First, Cardinal Hume/Trinity Teaching School, Tenax Schools Trust, Harton Technology College, Turner Schools, UCET, Carshalton Boys College, West Hill Special School, EMLC Academy Trust, The Dales School, Lampard School, NASBTT, Middlesbrough Catholic School Partnership, Medway Teaching School Alliance, South Farnham Educational Trust

Summary

The occupation covered by this apprenticeship standard is that of a teacher of pupils from 3 – 19 years. Teachers can be employed in a variety of settings (for example academy schools, maintained schools) and across England. Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers demonstrate consistently high standards of personal and professional conduct; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships and work with parents/guardians in the best interests of their pupils.

Employers involved in creating the standard:

Cambridgeshire County Council, The Dean Trust Teaching school, Harris Federation, Leigh Academies Trust, Avonbourne Multi Academy Trust,, Lake Academies Trust, St John Vianney Primary School, Thames and Essex Primary SCITT, Ewell Grove Primary School, Skinners’ Kent Academy, Teach First, Cardinal Hume/Trinity Teaching School, Tenax Schools Trust, Harton Technology College, Turner Schools, UCET, Carshalton Boys College, West Hill Special School, EMLC Academy Trust, The Dales School, Lampard School, NASBTT, Middlesbrough Catholic School Partnership, Medway Teaching School Alliance, South Farnham Educational Trust

Typical job titles include:

Teacher

Keywords:

Childcare
Education
Lecturing
Teacher
Teaching
Young People

Knowledge, skills and behaviours (KSBs)

K1: Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
K2: Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
K3: Demonstrate good subject and curriculum knowledge
K4: Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
K5: Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
K6: Demonstrate clear understanding of content and teaching methodologies required for relevant curriculum areas and age groups (for example, systematic synthetic phonics if teaching early reading, or appropriate teaching strategies if teaching early maths).
K7: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
K8: Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
K9: Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
K10: Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
K11: Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

S1: Establish a safe and stimulating environment for pupils, rooted in mutual respect
S2: Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
S3: Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
S4: Be accountable for pupils’ attainment, progress and outcomes
S5: Promote good progress and outcomes by pupils
S6: Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
S7: Guide pupils to reflect on the progress they have made and their emerging needs
S8: Encourage pupils to take a responsible and conscientious attitude to their own work and study.
S9: Plan and teach well-structured lessons
S10: Impart knowledge and develop understanding through effective use of lesson time
S11: Promote a love of learning and children’s intellectual curiosity
S12: Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
S13: Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
S14: Make use of formative and summative assessment to secure pupils’ progress
S15: Use relevant data to monitor progress, set targets, and plan subsequent lessons
S16: Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
S17: Deploy support staff effectively
S18: Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
S19: Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
S20: Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
S21: Communicate effectively with parents with regard to pupils’ achievements and well-being.
S22: Adapt teaching to respond to the strengths and needs of all pupils
S23: Make accurate and productive use of assessment
S24: Manage behaviour effectively to ensure a good and safe learning environment
S25: Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
S26: Set high expectations which inspire, motivate and challenge pupils
S27: Reflect systematically on the effectiveness of lessons and approaches to teaching
S28: Make a positive contribution to the wider life and ethos of the school
S29: Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
S30: Fulfil wider professional responsibilities

B1: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school.
B2: Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
B3: Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
B4: Showing tolerance of and respect for the rights of others
B5: Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
B6: Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
B7: Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
B8: Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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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Level 5

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Level 5

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Level 6

Education and early years

Health and science