Page 4 - STAR_Participant's_Handbook
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The UK Professional Standards Framework (UKPSF)
The UKPSF attempts to define the expectations and standards for teaching across the whole UK Higher
Education (HE) sector; it provides a general description of the main dimensions of the roles of teaching and
learning within the HE environment. It is written from the perspective of the practitioner and outlines a
national framework for comprehensively recognising and benchmarking learning and teaching within higher
education.
The UKPSF separates out the components of learning support and teaching roles into three “Dimensions of
Practice” (see below), and four “Descriptors” (see next page). The three “Dimensions of Practice” try and
capture common areas of teaching practice in HE and relate these to the knowledge-base and professional
values that support them. The four “Descriptors” relate this to levels of experience or engagement with
teaching and are associated with career stage and teaching role.
Dimensions of the UKPSF
Activities undertaken by teachers and supporters of learning
Areas of Activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices
Core Knowledge Professional Values
K1 The subject material V1 Respect individual learners and diverse
K2 Appropriate methods for teaching and
learning communities
learning in the subject area and at the level of V2 Promote participation in higher education and
the academic programme
K3 How students learn, both generally and equality of opportunity for learners
within their subject/disciplinary area(s) V3 Use evidence-informed approaches and the
K4 The use and value of appropriate learning
technologies outcomes from research, scholarship and
K5 Methods for evaluating the effectiveness of continuing professional development
teaching V4 Acknowledge the wider context in which
K6 The implications of quality assurance and higher education operates recognising the
quality enhancement for academic and implications for professional practice
professional practice with a particular focus
on teaching Values which someone performing these activities should
embrace
Knowledge needed to carry out the activities
4
The UKPSF attempts to define the expectations and standards for teaching across the whole UK Higher
Education (HE) sector; it provides a general description of the main dimensions of the roles of teaching and
learning within the HE environment. It is written from the perspective of the practitioner and outlines a
national framework for comprehensively recognising and benchmarking learning and teaching within higher
education.
The UKPSF separates out the components of learning support and teaching roles into three “Dimensions of
Practice” (see below), and four “Descriptors” (see next page). The three “Dimensions of Practice” try and
capture common areas of teaching practice in HE and relate these to the knowledge-base and professional
values that support them. The four “Descriptors” relate this to levels of experience or engagement with
teaching and are associated with career stage and teaching role.
Dimensions of the UKPSF
Activities undertaken by teachers and supporters of learning
Areas of Activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices
Core Knowledge Professional Values
K1 The subject material V1 Respect individual learners and diverse
K2 Appropriate methods for teaching and
learning communities
learning in the subject area and at the level of V2 Promote participation in higher education and
the academic programme
K3 How students learn, both generally and equality of opportunity for learners
within their subject/disciplinary area(s) V3 Use evidence-informed approaches and the
K4 The use and value of appropriate learning
technologies outcomes from research, scholarship and
K5 Methods for evaluating the effectiveness of continuing professional development
teaching V4 Acknowledge the wider context in which
K6 The implications of quality assurance and higher education operates recognising the
quality enhancement for academic and implications for professional practice
professional practice with a particular focus
on teaching Values which someone performing these activities should
embrace
Knowledge needed to carry out the activities
4
