business and marketing vocational teachertodesign and applied arts vocational teacher
A business and marketing vocational teacher already meets 72% of what the design and applied arts vocational teacher role asks for. The move turns on 3 required skills not yet in the profile.
72%
37.5/ 100
1 Share of the design and applied arts vocational teacher role’s weighted skill requirement already met by the business and marketing vocational teacher 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 design and applied arts vocational teacher role treats 24 of its required skills as things a business and marketing vocational teacher already does. These are the ones it depends on most.
- adapt teaching to student's capabilities
- adapt training to labour market
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assessment processes
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 28 skills that carry over, these are the ones fewest other occupations ask for. A design and applied arts vocational teacher role needs them, and most people applying for one will not have them already. This is the part of a business and marketing vocational teacher background worth leading with.
- already held teach customer service techniques communication, collaboration and creativity
- already held work in vocational school communication, collaboration and creativity
- already held adapt training to labour market information skills
- already held maintain students' discipline management skills
- already held disability types health and welfare
- already held manage student relationships communication, collaboration and creativity
All 28 carried skills, including the 24 the design and applied arts vocational teacher role treats as required.
Table 3 · What you would need to learn
The 23 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 design principles required
- optional, not held 3D lighting optional
- optional, not held home decoration techniques optional
- optional, not held materials for interior design optional
- optional, not held digital compositing optional
- optional, not held graphic design optional
- optional, not held motion graphics optional
- optional, not held photography optional
- optional, not held post-processing of photographs optional
- required, not held teach design and applied arts principles required
- optional, not held collaborate with designers optional
- optional, not held develop a specific interior design optional
- optional, not held operate 3D computer graphics software optional
- optional, not held design spatial layout of outdoor areas optional
- optional, not held draw design sketches optional
- required, not held copyright legislation required
- optional, not held landscape design optional
- optional, not held green space strategies optional
- optional, not held technical drawings optional
- optional, not held interpret visual literacy optional
- optional, not held 3D modelling optional
2 further areas in the appendix
Table 4 · Where to start
The 3 entries a design and applied arts vocational teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 teach design and applied arts principles skill · occupation specific
- 02 copyright legislation knowledge · cross sector
- 03 design 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 28 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held adapt training to labour market 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 assist students in their learning skill
- already held assist students with equipment skill
- already held curriculum objectives knowledge
- 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 learning difficulties knowledge
- already held maintain students' discipline skill
- already held manage student relationships skill
- already held monitor developments in field of expertise skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held provide lesson materials skill
- already held teamwork principles knowledge
- already held work in vocational school skill
- already held work with virtual learning environments skill
- already held customer service knowledge
- already held disability types knowledge
- already held manage resources for educational purposes skill
- already held teach customer service techniques skill
The 2 learning areas not shown above
- optional, not held apply 3D imaging techniques optional
- optional, not held use photographic equipment optional
20 supplementary skills, helpful but not required
- optional, not held 3D lighting optional
- optional, not held apply 3D imaging techniques optional
- optional, not held collaborate with designers optional
- optional, not held develop a specific interior design optional
- optional, not held home decoration techniques optional
- optional, not held landscape design optional
- optional, not held materials for interior design optional
- optional, not held operate 3D computer graphics software optional
- optional, not held use photographic equipment optional
- optional, not held 3D modelling optional
- optional, not held design spatial layout of outdoor areas optional
- optional, not held digital compositing optional
- optional, not held draw design sketches optional
- optional, not held graphic design optional
- optional, not held green space strategies optional
- optional, not held interpret visual literacy optional
- optional, not held motion graphics optional
- optional, not held photography optional
- optional, not held post-processing of photographs optional
- optional, not held technical drawings optional
22 held skills the design and applied arts vocational teacher role does not ask for
- not needed by the target role ICT sales methodologies knowledge
- not needed by the target role accounting knowledge
- not needed by the target role assign homework skill
- not needed by the target role brand marketing techniques knowledge
- not needed by the target role business law knowledge
- not needed by the target role channel marketing knowledge
- not needed by the target role content marketing strategy knowledge
- not needed by the target role digital marketing techniques knowledge
- not needed by the target role financial management knowledge
- not needed by the target role market pricing knowledge
- not needed by the target role marketing department processes knowledge
- not needed by the target role marketing mix knowledge
- not needed by the target role marketing principles knowledge
- not needed by the target role mobile marketing knowledge
- not needed by the target role sales activities knowledge
- not needed by the target role sales argumentation knowledge
- not needed by the target role sales department processes knowledge
- not needed by the target role sales promotion techniques knowledge
- not needed by the target role sales strategies knowledge
- not needed by the target role services marketing knowledge
- not needed by the target role social media marketing techniques knowledge
- not needed by the target role teach marketing principles skill
14 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 copyright legislation required
- required, not held design principles required
- optional, not held 3D lighting optional
- optional, not held home decoration techniques optional
- optional, not held landscape design optional
- optional, not held materials for interior design optional
- optional, not held 3D modelling optional
- optional, not held digital compositing optional
- optional, not held graphic design optional
- optional, not held green space strategies optional
- optional, not held motion graphics optional
- optional, not held photography optional
- optional, not held post-processing of photographs optional
- optional, not held technical drawings optional
Other moves recorded from business and marketing vocational teacher
- hairdressing vocational teacher 79% covered · adjacent
- agriculture, forestry and fishery vocational teacher 75% covered · moderate
- medical laboratory technology vocational teacher 74% covered · moderate
- beauty vocational teacher 73% covered · moderate
Full index of moves from business and marketing vocational teacher
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.