• Task 1: Foster a passion for learning and personal development
  Teachers or mentors are responsible for inspiring a love of learning and setting high expectations for all learners. They support learners in developing personal growth, professional skills, and self-directed learning abilities, helping each individual recognise their potential and value in their professional development.
• Task 2: Maintain focus on learning outcomes and value
  Educators maintain focus on learners’ outcomes, helping them understand the practical significance and value of their learning. By linking content to career opportunities and future pathways, learners are inspired to pursue sustainable, long-term development.
• Task 3: Demonstrate professional and pedagogical excellence
  Teachers demonstrate, maintain, and evidence comprehensive professional competence in teaching, including deep knowledge of pedagogy, curriculum, subject content, and industry practice. They continuously update their knowledge, apply advanced teaching methods, and encourage learners to achieve the highest professional standards.
• Task 4: Design, teach, and assess based on evidence
  Teachers plan, implement, and evaluate teaching effectively, using evidence-based and validated pedagogical methods. They safely utilise assessment tools, learning management systems, and educational technologies to maximise learner outcomes.
• Task 5: Promote equality, diversity, and inclusion
  Teachers work respectfully with diverse learners and actively promote equality of opportunity. By recognising and responding to different learning needs, they ensure all learners are engaged, developing, and achieving success.
• Task 6: Build and maintain positive professional relationships
  Teachers establish and maintain exemplary professional relationships with learners, colleagues, and stakeholders. Through collaboration, respect, and shared responsibility, they contribute to a high-quality, professional, and sustainable education and training environment.
• Task 7: Maintain professional standards and ethics
  Teachers operate within professional, legal, and ethical standards, setting clear expectations for learner attitudes and engagement. They ensure all training activities are transparent, fair, and directed towards positive learner development.
• Task 8: Fulfil professional roles and model sustainable practice
  Teachers fully undertake assigned roles and responsibilities and serve as role models in applying sustainable practices and high professional standards. They demonstrate resilience, flexibility, and adaptability in changing contexts, contributing positively to the long-term development of the organisation and learning community.
• Task 9: Support learner progression and next-stage development
  Teachers assist learners in identifying their next steps by providing appropriate information, advice, and guidance. They help learners build effective learning and career plans, laying the foundation for personal progress and sustainable success.

Knowledge Standards for the Learning and Skills Teacher role:

• K1: Pedagogical theory and its practical application in teaching.
• K2: How to support learners in developing English and Maths skills in real‑world contexts.
• K3: Principles of curriculum design, planning, and organisation.
• K4: Methods for creating and adapting inclusive learning resources.
• K5: Evidence‑based and inclusive teaching, learning, and assessment strategies.
• K6: Strategies to engage and challenge all learners.
• K7: Conducting initial and ongoing diagnostic assessments to guide learning and development plans.
• K8: Techniques to promote learner autonomy and self‑progress.
• K9: Principles and practices of assessment and feedback.
• K10: How to build and maintain a safe, supportive, and encouraging learning environment.
• K11: Identifying learning barriers and methods to overcome them, adapting teaching and assessment accordingly.
• K12: Resources supporting learner health, wellbeing, and safety.
• K13: Current information, guidance, and advice to support learner development and progression.
• K14: Requirements and impact of organisational policies and procedures, including internal and external regulatory frameworks.
• K15: Techniques for developing collaborative relationships in educational settings.
• K16: Communication skills and adapting them for different audiences, including handling challenging interactions.
• K17: Principles and techniques of coaching and mentoring.
• K18: Strategies to enhance and improve training quality.
• K19: Approaches for continuous personal and professional development to maintain up-to-date expertise.
• K20: Application of digital, online, and emerging technologies in teaching, including principles of digital safety.

Skills Standards for the Learning and Skills Teacher role:

• S1: Integrate subject research and pedagogical knowledge into teaching to enhance effectiveness and innovate methods.
• S2: Identify and mitigate the impact of learning barriers.
• S3: Embed English and Maths skills within teaching content to support understanding of core topics.
• S4: Use a variety of teaching and assessment methods appropriate to the learning environment and learner needs.
• S5: Encourage learners to set challenging goals.
• S6: Promote awareness of equality, diversity, and sustainable development.
• S7: Demonstrate links between subjects and the wider context (policy, economy, society, technology, legal, cultural, environmental) in teaching.
• S8: Design and use inclusive learning resources that add value to learner outcomes.
• S9: Inspire and engage all learners to participate actively.
• S10: Identify and set goals to help each learner achieve or exceed competency standards.
• S11: Provide regular feedback to support learner progress.
• S12: Use initial and diagnostic assessment results to plan learning and provide personalised support.
• S13: Encourage learners to develop autonomy, resilience, personal-social effectiveness, respect for others, professional skills, problem-solving, and change-making capabilities.
• S14: Use assessment data to improve teaching practice and identify gaps in learner progress or achievement.
• S15: Support safeguarding procedures to ensure the safety of children, young people, and adult learners in line with legal requirements.
• S16: Prepare learners for transitions between education stages, training, or into the workforce.
• S17: Comply with internal and legal regulations regarding teaching, learning, assessment, and learner data protection.
• S18: Adapt style, methods, and language to suit different audiences (learners, colleagues, partners).
• S19: Guide learners to establish behavioural standards, mutual respect, and a safe learning environment.
• S20: Challenge and promptly address inappropriate behaviours or attitudes.
• S21: Continuously update subject knowledge, professional skills, and teaching practices through Continuing Professional Development (CPD).
• S22: Proactively seek and respond to feedback from learners, colleagues, employers, and partners to improve teaching competence.
• S23: Manage workload effectively through planning, prioritisation, time management, and adaptability.
• S24: Fulfil professional duties and responsibilities in accordance with the legal and regulatory framework.
• S25: Apply digital and online technologies creatively and safely to enhance teaching, learning, and assessment effectiveness.

Behaviour Standards for the Learning and Skills Teacher role:

• B1: Demonstrate resilience and adaptability in the face of challenges and change, maintaining focus and autonomy in professional practice.
• B2: Use professional standards and pedagogical evidence to guide and enhance teaching practice.
• B3: Commit to continuous professional development (CPD) to maintain competence and professionalism.
• B4: Act professionally, establishing and maintaining positive relationships with colleagues, learners, and stakeholders.
• B5: Act ethically, fairly, consistently, and objectively, promoting equality, diversity, and British Values within the professional context.
• B6: Serve as a role model in sustainable practice, promoting social and environmental responsibility in teaching and professional conduct.

• Department for Business, Energy & Industrial Strategy – UK Department for Business, Energy & Industrial Strategy
• Department for Education – UK Department for Education
• Dylan Wiliam – Professional Development Resources
• Excellence Gateway – Quality Education Portal
• Informal Education – Non-formal Education
• Geoff Petty – Online Teaching Resources
• Office for Standards in Education – Education Standards Office (Ofsted)
• Society for Education and Training – Education and Training Association

• Dylan Wiliam – Professional Development Resources
• Excellence Gateway – Quality Education Portal
• Informal Education – Non-formal Education
• Geoff Petty – Online Teaching Resources
• Office for Standards in Education – Education Standards Office (Ofsted)
• Society for Education and Training – Education and Training Association

• What is Reflective Practice? – CIPD – What is Reflective Practice?
• Reflective Teaching – TeachingEnglish – Reflective teaching: exploring your own classroom practice
• Department for Business, Energy & Industrial Strategy – UK Department for Business, Energy & Industrial Strategy
• Department for Education – UK Department for Education
• Dylan Wiliam – Professional Development Resources
• Excellence Gateway – Quality Education Portal
• Informal Education – Non-formal Education
• Geoff Petty – Online Teaching Resources
• Office for Standards in Education (Ofsted) – Education Standards Office
• Society for Education and Training – Education and Training Association

• Department for Business, Energy & Industrial Strategy – UK Department for Business, Energy & Industrial Strategy
• Department for Education – UK Department for Education
• Dylan Wiliam – Professional Development Resources
• Excellence Gateway – Quality Education Portal
• Informal Education – Non-formal Education
• Geoff Petty – Online Teaching Resources
• Office for Standards in Education (Ofsted) – Education Standards Office
• Society for Education and Training – Education and Training Association

• Curriculum Design Resource – Curriculum Design Resources
• Department for Business, Energy & Industrial Strategy – UK Department for Business, Energy & Industrial Strategy
• Department for Education – UK Department for Education
• Dylan Wiliam – Professional Development Resources
• Excellence Gateway – Quality Education Portal
• Informal Education – Non-formal Education
• Geoff Petty – Online Teaching Resources
• Office for Standards in Education (Ofsted) – Education Standards Office
• Society for Education and Training – Education and Training Association

• Realising the Potential of Technology in Education – Harnessing the Potential of Technology in Education
• Digital Technologies in Education – World Bank – Digital Technologies in Education (World Bank)
• Dylan Wiliam – Professional Development Resources
• Excellence Gateway – Quality Education Portal
• Informal Education – Non-formal Education
• Geoff Petty – Online Teaching Resources
• Society for Education and Training – Education and Training Association