Teacher (L6)
Teacher (Level 6)
Educating young people to achieve the highest possible standards.
SOC 2020 code
Level 6 RQF
Details of standard
Teacher
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.
Typical job titles include:
Teacher – Educates and supports learners by delivering lessons, assessing progress, and promoting knowledge and skill development.
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
Knowledge:
K1:
Have a secure knowledge of the relevant subjects 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 influences effective teaching.
K3:
Show strong subject and curriculum knowledge.
K4:
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.
K5:
Understand and take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, regardless of subject specialism.
K6:
Show clear understanding of content and teaching methodologies required for relevant curriculum areas and age groups (e.g., systematic synthetic phonics for early reading or suitable strategies for early maths).
K7:
Know when and how to differentiate appropriately, using effective approaches that enable all pupils to learn successfully.
K8:
Have a strong understanding of factors that may inhibit pupils’ learning and know how best to overcome them.
K9:
Be aware of the physical, social, and intellectual development of children and know how to adapt teaching to support pupils at different developmental stages.
K10:
Have a clear understanding of the needs of all pupils—including those with special educational needs, high ability, English as an additional language, or 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.
Skills:
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:
Consistently demonstrate the positive attitudes, values, and behaviours expected of pupils.
S4:
Be accountable for pupils’ attainment, progress, and overall outcomes.
S5:
Promote good progress and positive learning outcomes for all pupils.
S6:
Be aware of pupils’ abilities and prior knowledge, and plan teaching to build on these foundations.
S7:
Guide pupils to reflect on their progress and identify their emerging learning needs.
S8:
Encourage pupils to adopt a responsible and conscientious approach to their work and study.
S9:
Plan and deliver well-structured, engaging lessons.
S10:
Impart knowledge and develop understanding through effective and purposeful use of lesson time.
S11:
Promote a love of learning and nurture children’s intellectual curiosity.
S12:
Set homework and organise out-of-class activities to reinforce and extend learning.
S13:
Contribute to the design and delivery of an engaging and relevant curriculum in the subject area(s).
S14:
Use formative and summative assessment effectively to support and secure pupils’ progress.
S15:
Use relevant data to monitor pupil progress, set realistic targets, and plan future lessons.
S16:
Provide pupils with regular feedback—both verbal and written—and encourage them to act on it.
S17:
Deploy teaching assistants and support staff effectively to enhance learning.
S18:
Establish clear rules and routines for behaviour, promoting courtesy and respect in line with school policy.
S19:
Maintain high expectations for behaviour, applying praise, sanctions, and rewards consistently and fairly.
S20:
Manage classes effectively using strategies suited to pupils’ needs, maintaining motivation, authority, and strong relationships.
S21:
Communicate effectively with parents about pupils’ progress, achievements, and well-being.
S22:
Adapt teaching methods to respond to the diverse strengths and needs of all pupils.
S23:
Make accurate and productive use of assessment to inform teaching and learning.
S24:
Manage behaviour effectively to ensure a positive and safe learning environment.
S25:
Build effective professional relationships with colleagues and seek advice or specialist support when appropriate.
S26:
Set high expectations that inspire, motivate, and challenge pupils to excel.
S27:
Reflect systematically on the effectiveness of teaching methods and lesson delivery.
S28:
Contribute positively to the wider life and ethos of the school community.
S29:
Take responsibility for improving teaching through professional development and constructive feedback.
S30:
Fulfil wider professional responsibilities within and beyond the classroom.
Behaviours:
B1:
Uphold public trust in the teaching profession and maintain high standards of ethics and behaviour, both within and outside the school.
B2:
Treat pupils with dignity, build relationships based on mutual respect, and always observe appropriate professional boundaries.
B3:
Safeguard pupils’ well-being in accordance with statutory requirements and child protection duties.
B4:
Show tolerance and respect for the rights and beliefs of others.
B5:
Promote and not undermine fundamental British values, including democracy, the rule of law, individual liberty, mutual respect, and tolerance of different faiths and beliefs.
B6:
Ensure that personal beliefs are not expressed in ways that exploit pupils’ vulnerability or encourage them to break the law.
B7:
Demonstrate professional commitment to the school’s ethos, policies, and practices, and maintain high standards of attendance and punctuality.
B8:
Understand and consistently act within the statutory frameworks defining teachers’ professional duties and responsibilities.