special educational needs teacher primary schooltoprimary school teacher
A special educational needs teacher primary school already meets 76% of what the primary school teacher role asks for. The move turns on 3 required skills not yet in the profile.
76%
35.2/ 100
1 Share of the primary school teacher role’s weighted skill requirement already met by the special educational needs teacher primary school profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.
Why this move works
A primary school teacher role treats 26 of its required skills as things a special educational needs teacher primary school already does. These are the ones it depends on most.
- adapt teaching to student's capabilities
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assessment processes
- assign homework
What stands in the way is 3 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 47 skills that carry over, these are the ones fewest other occupations ask for. A primary school teacher role needs them, and most people applying for one will not have them already. This is the part of a special educational needs teacher primary school background worth leading with.
- already held teach primary education class content communication, collaboration and creativity
- already held organise creative performance management skills
- already held common children's diseases health and welfare
- already held implement care programmes for children assisting and caring
- already held assist children in developing personal skills assisting and caring
- already held attend to children's basic physical needs assisting and caring
All 47 carried skills, including the 26 the primary school teacher role treats as required.
Table 3 · What you would need to learn
The 24 missing skills fall into 8 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.
- required, not held use pedagogic strategies for creativity required
- required, not held prepare youths for adulthood required
- optional, not held create craft prototypes optional
- optional, not held define creative components optional
- optional, not held improvise music optional
- optional, not held play musical instruments optional
- optional, not held select artistic materials to create artworks optional
- optional, not held teach music principles optional
- optional, not held advise on lesson plans optional
- optional, not held support gifted students optional
- optional, not held teach arts principles optional
- required, not held teamwork principles required
- optional, not held musical instruments optional
- optional, not held musical theory optional
- optional, not held musical genres optional
- optional, not held musical notation optional
- optional, not held maintain musical instruments optional
- optional, not held supervise craft production optional
- optional, not held social development optional
- optional, not held disability types optional
- optional, not held bring out performers’ artistic potential optional
- optional, not held recognise indicators of gifted student optional
2 further areas in the appendix
Table 4 · Where to start
The 3 entries a primary school teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 use pedagogic strategies for creativity skill · sector specific
- 02 prepare youths for adulthood skill · cross sector
- 03 teamwork principles knowledge · cross sector
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 47 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held apply intercultural teaching strategies skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assessment processes knowledge
- already held assign homework skill
- already held assist students in their learning skill
- already held assist students with equipment skill
- already held curriculum objectives knowledge
- already held demonstrate when teaching skill
- already held encourage students to acknowledge their achievements skill
- already held facilitate teamwork between students skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held handle children's problems skill
- already held implement care programmes for children skill
- already held instructional strategies knowledge
- already held learning difficulties knowledge
- already held maintain relations with children's parents skill
- already held maintain students' discipline skill
- already held manage student relationships skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held primary school procedures knowledge
- already held support the positiveness of youths skill
- already held teach primary education class content skill
- already held arrange parent teacher meeting skill
- already held assess the development of youth skill
- already held assist children in developing personal skills skill
- already held assist in the organisation of school events skill
- already held attend to children's basic physical needs skill
- already held behavioural disorders knowledge
- already held common children's diseases knowledge
- already held consult students on learning content skill
- already held develop course outline skill
- already held escort students on a field trip skill
- already held keep records of attendance skill
- already held liaise with educational support staff skill
- already held manage resources for educational purposes skill
- already held monitor children's physical development skill
- already held organise creative performance skill
- already held oversee extra-curricular activities skill
- already held perform playground surveillance skill
- already held provide lesson materials skill
- already held special needs education knowledge
- already held work with virtual learning environments skill
- already held workplace sanitation knowledge
The 2 learning areas not shown above
- optional, not held provide after school care optional
- optional, not held developmental psychology optional
21 supplementary skills, helpful but not required
- optional, not held bring out performers’ artistic potential optional
- optional, not held create craft prototypes optional
- optional, not held define creative components optional
- optional, not held improvise music optional
- optional, not held maintain musical instruments optional
- optional, not held musical instruments optional
- optional, not held musical theory optional
- optional, not held play musical instruments optional
- optional, not held provide after school care optional
- optional, not held select artistic materials to create artworks optional
- optional, not held social development optional
- optional, not held supervise craft production optional
- optional, not held teach music principles optional
- optional, not held advise on lesson plans optional
- optional, not held developmental psychology optional
- optional, not held disability types optional
- optional, not held musical genres optional
- optional, not held musical notation optional
- optional, not held recognise indicators of gifted student optional
- optional, not held support gifted students optional
- optional, not held teach arts principles optional
14 held skills the primary school teacher role does not ask for
- not needed by the target role assist children with special needs in education settings skill
- not needed by the target role balance participants' personal needs with group needs skill
- not needed by the target role communication disorders knowledge
- not needed by the target role development delays knowledge
- not needed by the target role disability care knowledge
- not needed by the target role facilitate motor skill activities skill
- not needed by the target role hearing disability knowledge
- not needed by the target role mobility disability knowledge
- not needed by the target role monitor educational developments skill
- not needed by the target role promote the safeguarding of young people skill
- not needed by the target role provide specialised instruction for special needs students skill
- not needed by the target role stimulate students' independence skill
- not needed by the target role teach digital literacy skill
- not needed by the target role visual disability knowledge
8 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- required, not held teamwork principles required
- optional, not held musical instruments optional
- optional, not held musical theory optional
- optional, not held social development optional
- optional, not held developmental psychology optional
- optional, not held disability types optional
- optional, not held musical genres optional
- optional, not held musical notation optional
Other moves recorded from special educational needs teacher primary school
- special educational needs teacher 80% covered · moderate
- Freinet school teacher 76% covered · moderate
- teacher of talented and gifted students 72% covered · moderate
- Montessori school teacher 72% covered · moderate
Full index of moves from special educational needs teacher primary school
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.