Teacher
Education and early years
Level 6 -
Educating young people to achieve the highest possible standards.
Reference: OCC0490
Status:
SOC 2020 sub unit groups:
- 2313/99 Secondary education teaching professionals n.e.c.
- 2314/00 Primary education teaching professionals
Technical Education Products
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
This occupation is found in a variety of settings where teaching is delivered to pupils between the ages of 3-19. This includes maintained schools, academies, specialist schools, faith schools, and private schools.
A teacher’s primary role is to plan and deliver a high-quality curriculum to their pupils to promote good progress and outcomes. Teachers set high expectations which inspire and challenge pupils and manage behaviour effectively to ensure a safe learning environment. Teachers make accurate and productive use of assessment and adapt their teaching to respond to pupils’ needs. They will have strong subject knowledge and keep their teaching practice up to date through regular professional development.
A teacher's day will look different depending on the type of school they work in and the subject they teach. Each school will have its own timetable and different responsibilities outside of teaching hours. In their daily work, a teacher interacts with children, young people, parents and carers. They will work with the senior leadership team in their school, led by a headteacher or head of school. They interact with teaching colleagues and pastoral and curriculum leads. They will also work closely with specialists such as the special educational needs coordinator and designated safeguarding leads.
A teacher will be responsible for upholding the Teachers' Standards, which set the minimum requirements for teachers' practice and conduct. Teachers demonstrate consistently high standards of personal and professional conduct. They are responsible for safeguarding and must follow statutory guidance set out in 'Keeping Children Safe in Education'. This includes safeguarding pupils' wellbeing. Teachers are responsible for the pupils in their care. They typically report to a subject or year group coordinator in the first instance, with the headteacher having overall responsibility. Qualified teacher status (QTS) is a legal requirement to teach in maintained schools and is considered desirable for teachers in the majority of schools in England.
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:
Keywords:
Knowledge, skills and behaviours (KSBs)
Duties
Duty D1
Plan and teach lessons to the classes they are assigned to teach within the context of the school’s plans, curriculum and schemes of work.
Duty D2
Assess, monitor, record and report on the learning needs, progress and achievements of assigned pupils.
Duty D3
Participate in arrangements for preparing pupils for external examinations.
Duty D4
Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures in such a way as to support the school’s values and vision.
Duty D5
Work with others on curriculum and pupil development to secure co-ordinated outcomes.
Duty D6
Promote the safety and well-being of pupils.
Duty D7
Maintain good order and discipline among pupils.
Duty D8
Direct and supervise support staff assigned to them and, where appropriate, other teachers.
Duty D9
Deploy resources delegated to them.
Duty D10
Participate in arrangements for the appraisal and review of their own performance and, where appropriate, that of other teachers and support staff.
Duty D11
Participate in arrangements for their own further training and professional development and, where appropriate, that of other teachers and support staff including induction.
Duty D12
Communicate with pupils, parents, and carers.
Duty D13
Collaborate and work with colleagues and other relevant professionals within and beyond the school.
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.
Technical Occupations
Levels 2-3
Higher Technical Occupations
Levels 4-5
Professional Occupations
Levels 6-7
Education and early years
Health and science