Subject formation SUBF

(unchanged)

Specifying, designing and developing curricula within a structured and systematic education environment.

SFIA 9 is in development

SFIA 9 beta due in early July 2024
SFIA 9 planned for publication October 2024

This is a prototype for SFIA 9. It is subject to change before publication.

Guidance notes

(new)

Subject formation focuses on:

developing curricula to support the development of understanding of the principles, approaches and practices that underpin specific topics and knowledge areas
incorporating significant emerging technologies and techniques for which current students need to be prepared.

The scope may include curricula for formal education or for independent examination bodies.

This skill is generic and can be applied to curriculum design and development for any topic or knowledge area. In the context of the SFIA framework, this includes:

the topics and knowledge areas that support any skills described in the SFIA framework
and the application of these topics and knowledge areas to other disciplines and practices.

In the context of computing and IT curricula, the topics addressed are typically:

common digital skills needed to safely benefit from, participate in and contribute to the digital world for everyday life and for work
fundamental and more advanced aspects of specific topics and knowledge areas including emerging technologies and new applications for existing technologies
the ideas of computational thinking and the application of computational concepts to everyday life and professional working practices.

Understanding the responsibility levels of this skill

Where lower levels are not defined...

Specific tasks and responsibilities are not defined because the skill requires a higher level of autonomy, influence, and complexity in decision-making than is typically expected at these levels. You can use the essence statements to understand the generic responsibilities associated with these levels.

Where higher levels are not defined...

Responsibilities and accountabilities are not defined because these higher levels involve strategic leadership and broader organisational influence that goes beyond the scope of this specific skill. See the essence statements.

Developing skills and demonstrating responsibilities related to this skill

The defined levels show the incremental progression in skills and reponsibilities.

Where lower levels are not defined...

You can develop your knowledge and support others who do have responsibility in this area by:

Learning key concepts and principles related to this skill and its impact on your role
Performing related skills (see the related SFIA skills)
Supporting others with tasks (generic examples are provided by the essence statements for each level)

Where higher levels are not defined...

You can progress by developing related skills which are better suited to higher levels of organisational leadership.

Levels

Defined at these levels:

Click to learn why SFIA skills are not defined at all 7 levels.

Show/hide extra descriptions and levels.

Level 1

Level 1 - Follow: Essence of the level: Performs routine tasks under close supervision, follows instructions, and requires guidance to complete their work. Learns and applies basic skills and knowledge.

Level 2

Level 2 - Assist: Essence of the level: Provides assistance to others, works under routine supervision, and uses their discretion to address routine problems. Actively learns through training and on-the-job experiences.

Level 3

Level 3 - Apply: Essence of the level: Performs varied tasks, sometimes complex and non-routine, using standard methods and procedures. Works under general direction, exercises discretion, and manages own work within deadlines. Proactively enhances skills and impact in the workplace.

Subject formation: Level 4

Level 4 - Enable: Essence of the level: Performs diverse complex activities, supports and supervises others, works autonomously under general direction, and contributes expertise to deliver team objectives.

(new)

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

Subject formation: Level 5

Level 5 - Ensure, advise: Essence of the level: Provides authoritative guidance in their field and works under broad direction. Accountable for achieving workgroup objectives and managing work from analysis to execution and evaluation.

(new)

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

Subject formation: Level 6

Level 6 - Initiate, influence: Essence of the level: Has significant organisational influence, makes high-level decisions, shapes policies, demonstrates leadership, fosters organizational collaboration, and accepts accountability in key areas.

(new)

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

Contributes to the development of a strategy for curriculum evolution.

Ensures that relevant current domain research is represented in the curricula.

Subject formation: Level 7

Level 7 - Set strategy, inspire, mobilise: Essence of the level: Operates at the highest organisational level, determines overall organisational vision and strategy, and assumes accountability for overall success.

(new)

Authorises the curriculum and assessment strategies for a broad range of curricula or learning pathways.

Directs the definition, implementation, and monitoring of curricula to satisfy relevant statutory and professional benchmarks and frameworks.

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