LEARNING AND SKILLS TEACHER (L5)

Learning and Skills Teachers position exists across all areas of the Further Education and Skills (FES) sector, typically within learning environments for learners aged 16 and above (though a small number of teachers may teach learners aged 14–16 in alternative provision programmes). Some Further Education (FE) colleges may also deliver to learners aged 14–16 if approved by the Education and Skills Funding Agency (ESFA).

Learning and Skills Teachers may work in FE or Sixth Form colleges (either general or specialist), independent training providers (ITPs), adult and community learning (ACL) centres, or education establishments within the offender learning system. Teaching can take place across a range of levels, often up to Level 3, and may include academic, vocational, and technical education. Some teachers may also teach at postgraduate level, covering diverse professional disciplines. Many in this sector are known as “dual professionals” — combining technical, vocational, and academic expertise to deliver high-quality learning experiences in the further education and skills environment.

The overall purpose of this role is to ensure that learners in the Further Education and Skills system gain the best possible knowledge, skills, and behaviours. Teachers achieve this by planning and delivering up-to-date, comprehensive, challenging, and inspiring learning programmes that engage learners, promote progress, and enable them to fulfil their potential.

In their day-to-day work, individuals in this role interact with other teachers, FES professionals, and learners of varying ages, abilities, backgrounds, and goals. They may also work with employers and other stakeholders. Teachers who specialise in a specific technical or vocational field often maintain strong links with their industry and continuously update their knowledge and skills.

Professionals in this field are responsible for preparing learners for progression in education or employment. When working with a diverse range of learners, including those with special educational needs, teachers must be flexible, creative, and adaptive, adjusting their behaviour and teaching methods to suit different contexts and learner levels.

Learning and Skills Teachers must possess strong pedagogical knowledge appropriate to learners in the further education and skills sector and continuously update their practice with evidence-based and effective teaching methods in their field of expertise.

Teachers in this sector typically exercise a high degree of autonomy, uphold excellent professional and ethical standards, and take responsibility for their own professional development. They may also supervise others or be responsible for managing budgets within their teaching remit.

1. Education Specialist

• Deliver teaching, guidance, and learner support to help individuals develop their knowledge, skills, and personal capabilities within educational and training environments.

2. Vocational and Skills Teacher

• Teach learners aged 16 and above in vocational, technical, or academic programs, helping them develop professional competence and prepare for employment or further study.

3. Training and Skills Officer

• Conduct practical training, provide vocational guidance, and support learners in developing specialized or professional skills through targeted training programs.

4. Skills Development Instructor

• Teach, guide, and transfer vocational knowledge, skills, and learning abilities to learners within the education and training system.

5. Lecturer

• Deliver teaching, research, and learner assessment in vocational, college, or university programs, ensuring learning quality and academic development.

6. Tutor

• Provide individualized or small-group learning support, offering academic assistance, skill development, and career guidance to learners.

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

K1: The pedagogical theory and how to apply this theory to practice

K2: How to support contextualized opportunities to develop English and Maths

K3: The principles of designing, planning, and organising curriculum

K4: Methods for creating and adapting inclusive learning resources

K5: Evidence-informed inclusive teaching, learning and assessment strategies

K6: Strategies to engage and challenge all learners

K7: How to implement ongoing initial and diagnostic assessment to inform planning and progression

K8: Techniques to involve learners in taking ownership of their own progress

K9: Principles and practices of assessment and feedback

K10: How to promote and foster a safe and supportive learning environment

K11: Barriers to learning, and ways to overcome them and adapt teaching, learning and assessment

K12: The range of support available for learners related to health, wellbeing and safeguarding

K13: Sources of current information, advice, and guidance to support progression opportunities for learners

K14: The requirements and implications of organisational policies and procedures, such as internal and external regulatory bodies and frameworks

K15: Techniques to develop collaborative relationships

K16: Communication techniques and how to adapt these for different audiences, including leading difficult conversations

K17: Coaching and mentoring principles and techniques

K18: Strategies for quality improvement

K19: Ways to access personal and professional development, and to maintain sector and/or subject specific currency

K20: Advances in digital, online, and emerging technologies and their application in the teaching environment and principles of digital and online safety

S1: Integrate subject and pedagogic research into teaching activity to enhance teaching and support changes of practice

S2: Identify, consider and take steps to minimise the impact of barriers to learning

S3: Contextualise English and mathematics in a way that promotes understanding of key topics

S4: Use a variety of teaching and assessment methods depending on the learning environment and learners’ needs

S5: Encourage learners to set challenging goals

S6: Promote understanding of equality and diversity and sustainable development

S7: Demonstrate through their teaching the wider context (policy, economic, societal, technological, legal, cultural and environmental) of the subject, recognising the implications for professional practice

S8: Design and use resources that are inclusive and add value to learners’ development

S9: Engage and inspire all learners

S10: Identify and set outcomes to enable each learner to achieve or exceed targets

S11: Provide ongoing learner feedback

S12: Use the results of initial and diagnostic assessment to plan learning and differentiated support at the start of and throughout the learners’ journey

S13: Encourage learners to develop: autonomy and resilience, personal and interpersonal effectiveness, social awareness and respect for others, essential employability skills, a solutions mindset, and the ability to create change

S14: Use assessment data to regularly review and develop own and others’ practice and to report emerging gaps in progression and achievement amongst groups of learners

S15: Support the implementation and execution of safeguarding procedures and promote the welfare of children, young people and/or adults in accordance with statutory provisions

S16: Prepare learners for their transition through education, further training, and into employment

S17: Comply with internal and external regulations, legislation and guidance, such as: teaching, learning and assessment, recording, storing and sharing information relating to learners

S18: Adapt communication style, method, and terminology to reflect the needs of the audience including individual learners, colleagues, stakeholders

S19: Engage learners to establish standards of behaviour, mutual respect and safe working

S20: Challenge learners to address inappropriate behaviour or viewpoints

S21: Continually update and maintain their own knowledge and skills as a teaching professional and a subject specialist as part of managing their own continual professional development (CPD)

S22: Be proactive in seeking and responding to feedback from varied sources including learner voice, peers, colleagues, employers and stakeholders to improve own practice

S23: Manage workload through preparation and prioritisation, time management, and responsiveness to change

S24: Act within, the statutory frameworks which set out their professional duties and responsibilities

S25: Use innovative and up to date digital and online technologies in a way that is safe to improve teaching, learning and assessment

B1: Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control

B2: Underpin their practice by reference to professional standards and evidence-based teaching and learning

B3: Committed to continuous professional development

B4: Act in a professional manner, and in a way that builds and maintains positive relationships with colleagues, students and stakeholders

B5: Act in a manner that is ethical, fair, consistent and impartial, valuing equality, diversity and champion British values within professional boundaries

B6: Model sustainable practices and promote sustainable development principles, values and goals in relation to their subject specialism