#1440 Split Teaching and Subject Formation (TEAC) into Teaching (TEAC) and new skill Subject Formation (SUBF) change request accepted

The draft below is based on the discussions and valuable contribution from David Bowers and Oli Howson with the following additional points incorporated to help with alignment to other SFIA8 content.

Removed limitation of “computer and IT” per CR#1413 and offline discussions. The topic list language is instead borrowed from the proposed SFIA8 areas for Specialist Advice (TECH)  which are necessarily broad.

Removed reference to the development of skills in guidance notes – this is covered in ETDL.

Removed references to “education context” in level descriptors as this is in the guidance notes.

Removed “specialises in” … inherited from previous versions of TEAC this is a knowledge statement, and not a good level descriptor .

Emphasised the increased accountabilities to the organisation or a significant part of the organisation at levels 7/6/5.

Proposed draft descriptor below.

Teaching (TEAC)

(modified, name change) ... see also the Subject formation skill below.

Delivering of curricula within a formal education environment.

Guidance notes

Teaching focusses on developing student understanding of the principles, approaches and practices that underpin a specified topic (or range of topics). Teaching is delivered in the context of a formal education environment. Special attention is paid to the methods, techniques and pedagogy (the study of being a teacher, tutor or lecturer, and the process of teaching). 

The topics addressed may relate to a specific area of information or communications technology, digital working, techniques, methodologies, products or application areas. For example:

• fundamental and more advanced aspects of computing and IT, including emerging technologies, across a wide range of topics
• knowledge needed to make productive use of computers and IT systems for both computing and IT professionals and competent users of IT based systems
• computational thinking and the application of computational concepts to everyday and professional life.

Topics may also include the development of knowledge in other disciplines relevant to  information and technology topics. These include disciplines such as - but not limited to - legal, finance, public relations, communications, ethics, human resources management.

Teaching (TEAC) Level 7 

(new)

Accountable for organisation’s teaching performance, in particular that student outcomes, across multiple curricula meet the expectations of relevant (inter)national, statutory or professional benchmarks and frameworks.

Establishes, maintains and communicates the organisation’s strategy for evaluating and enhancing the quality of teaching and monitoring teaching outcomes, in line with best practice across the sector and organisational requirements

Monitors and evaluates domain and pedagogical research relevant the organisation’s domains of interest and curricula, harnessing the insights gained to enhance the delivery of the curricula.

Teaching (TEAC) Level 6

(modified) 

Oversees the delivery and enhancement of a range of curricula or learning pathways.

Monitors and evaluates the performance of teaching activities within their areas of responsibility, reporting on performance and adherence to relevant standards.

Reviews and critically evaluates pedagogical research and practices relevant to the curricula.

Develops and leads the introduction of specialist teaching practices, including advanced and specialist practices relevant to the particular curricula. Incorporates specialist practices alongside recognised good practice in learning content design, development and delivery, providing guidance through standards, procedures and advise to others.

Teaching (TEAC) Level 5 

(modified)

Leads the delivery of a curriculum or learning pathway.

Reviews pedagogical research and practices relevant to topics included in the curricula.

Contributes to the development of specialist teaching practices needed by the curriculum, utilising these alongside other good practice based on research to learning content design, development and delivery.

Evaluates and monitors the performance learning delivery activities. Advises on the appropriate use of pedagogical methods and techniques.

Teaching (TEAC) Level 4

(new)

Delivers a curriculum. Applies good practice supported by pedagogical research to learning content design, development and delivery.

Teaching (TEAC) Level 3

(new)

Delivers the majority of a curriculum. Applies good practice in learning content design, development and delivery. Maintains awareness of relevant pedagogical and domain research.

Teaching (TEAC) Level 2

(new)

Contributes to the delivery of aspects of a curricula. Applies good practice in learning content design, development and delivery.

Subject formation (SUBF)

(new proposed skill) ... see also the Teaching skill above.

Specifying, designing and developing, curricula within a formal education environment.

Guidance notes

Subject formation focusses on developing curricula for use in a formal education environment to support the development of students’ understanding of the principles, approaches and practices that underpin a specified topic (or range of topics).

The education environment may include those delivering formal education, or independent examination bodies.

Special attention is paid to emerging technologies and techniques that will be significant in the future, and for which current students need to be prepared with an appropriate range of underpinning concepts.

The topics addressed may relate to a specific area of information or communications technology, digital working, techniques, methodologies, products or application areas. For example:

• fundamental and more advanced aspects of computing and IT, including emerging technologies, across a wide range of topics
• knowledge needed to make productive use of computers and IT systems for both computing and IT professionals and competent users of IT based systems
• computational thinking and the application of computational concepts to everyday and professional life.

Topics may also include the development of knowledge in other disciplines relevant to information and technology topics. These include disciplines such as - but not limited to - legal, finance, public relations, communications, ethics, human resources management.

Subject formation (SUBF) Level 7

(new)

Accountable for the organisation’s commitment to develop curricula and assessment materials that satisfy the expectations of relevant (inter)national statutory and professional benchmarks and frameworks.

Develops and manages the curriculum and assessment strategies for a broad range of curricula or pathways, deploying novel approaches to curriculum design where appropriate.

Develops strategies for the evolution curricula over time. Incorporates emerging domain and pedagogical themes into plans for future curricula.

Subject formation (SUBF) Level 6

(new)

Leads the specification and development of curricula and assessment either in an educational context or for an independent examination body. Contributes to the articulation of a strategy for curriculum evolution. Ensures that relevant current domain research is represented in the curricula.

Subject formation (SUBF) Level 5

(new)

Contributes to the specification and development of curricula and assessment either in an educational context or for an independent examination body.

Subject formation (SUBF) Level 4

(new)

Contributes to curriculum development by selecting or specifying curriculum content and/or assessment approaches for one or more specialist areas.

Proposed change applies to Teaching

Current status of this request: accepted

What we decided

Accepted into review of Teaching skill.

What we changed

Teaching and Subject formation split into 2 related skills for flexibility in application...

• Teaching
  Subject formation

New skill levels added and additional comments and guidance notes added. Including clarity on the scope of the two skills.