special educational needs teacher secondary schooltomodern languages teacher secondary school
A special educational needs teacher secondary school already meets 77% of what the modern languages teacher secondary school role asks for. The move turns on 5 required skills not yet in the profile.
77%
31.2/ 100
1 Share of the modern languages teacher secondary school role’s weighted skill requirement already met by the special educational needs teacher secondary 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 modern languages teacher secondary school role treats 27 of its required skills as things a special educational needs teacher secondary 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
- assign homework
- assist students in their learning
What stands in the way is 5 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 36 skills that carry over, these are the ones fewest other occupations ask for. A modern languages teacher secondary school role needs them, and most people applying for one will not have them already. This is the part of a special educational needs teacher secondary school background worth leading with.
- already held adolescent socialisation behaviour social sciences, journalism and information
- already held monitor student's behaviour management skills
- already held arrange parent teacher meeting communication, collaboration and creativity
- already held consult student's support system communication, collaboration and creativity
- already held perform playground surveillance assisting and caring
- already held secondary school procedures business, administration and law
All 36 carried skills, including the 27 the modern languages teacher secondary school role treats as required.
Table 3 · What you would need to learn
The 16 missing skills fall into 6 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 supervise spoken language learning required
- required, not held teach languages required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held prepare youths for adulthood optional
- optional, not held speak different languages optional
- required, not held post-secondary school procedures required
- required, not held language teaching methods required
- optional, not held Computer Assisted Language Learning optional
- required, not held modern languages required
- optional, not held ethnolinguistics optional
- optional, not held classical languages optional
- optional, not held linguistics optional
- optional, not held literature optional
- optional, not held disability types optional
- optional, not held identify learning disorders optional
- optional, not held recognise indicators of gifted student optional
Table 4 · Where to start
The 3 entries a modern languages teacher secondary school role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 post-secondary school procedures knowledge · sector specific
- 02 language teaching methods knowledge · cross sector
- 03 modern languages 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 36 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 assign homework skill
- already held assist students in their learning skill
- already held compile course material skill
- already held curriculum objectives knowledge
- already held demonstrate when teaching skill
- already held develop course outline skill
- already held facilitate teamwork between students skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held instructional strategies knowledge
- already held keep records of attendance skill
- already held learning difficulties knowledge
- already held liaise with educational staff skill
- already held liaise with educational support staff skill
- already held maintain students' discipline skill
- already held manage resources for educational purposes skill
- already held manage student relationships skill
- already held monitor developments in field of expertise skill
- already held monitor student's behaviour skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held provide lesson materials skill
- already held secondary school procedures knowledge
- already held adolescent socialisation behaviour knowledge
- already held arrange parent teacher meeting skill
- already held assist in the organisation of school events skill
- already held consult student's support system skill
- already held escort students on a field trip skill
- already held monitor educational developments skill
- already held oversee extra-curricular activities skill
- already held perform playground surveillance skill
- already held work with virtual learning environments skill
11 supplementary skills, helpful but not required
- optional, not held Computer Assisted Language Learning optional
- optional, not held ethnolinguistics optional
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held classical languages optional
- optional, not held disability types optional
- optional, not held identify learning disorders optional
- optional, not held linguistics optional
- optional, not held literature optional
- optional, not held prepare youths for adulthood optional
- optional, not held recognise indicators of gifted student optional
- optional, not held speak different languages optional
23 held skills the modern languages teacher secondary school role does not ask for
- not needed by the target role assess the development of youth skill
- not needed by the target role assist children in developing personal skills skill
- not needed by the target role assist children with special needs in education settings skill
- not needed by the target role assist students with equipment skill
- not needed by the target role balance participants' personal needs with group needs skill
- not needed by the target role behavioural disorders knowledge
- not needed by the target role communication disorders knowledge
- not needed by the target role consult students on learning content skill
- 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 maintain relations with children's parents skill
- not needed by the target role mobility disability knowledge
- not needed by the target role monitor children's physical development 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 special needs education knowledge
- 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 teach secondary education class content skill
- not needed by the target role visual disability knowledge
- not needed by the target role workplace sanitation knowledge
9 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 post-secondary school procedures required
- required, not held language teaching methods required
- required, not held modern languages required
- optional, not held Computer Assisted Language Learning optional
- optional, not held ethnolinguistics optional
- optional, not held classical languages optional
- optional, not held disability types optional
- optional, not held linguistics optional
- optional, not held literature optional
Other moves recorded from special educational needs teacher secondary school
- physics teacher secondary school 79% covered · adjacent
- religious education teacher at secondary school 79% covered · adjacent
- mathematics teacher at secondary school 78% covered · moderate
- chemistry teacher secondary school 77% covered · moderate
Full index of moves from special educational needs teacher secondary 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.