V Skill HF-D9.2-005 sector-specific 11 skills
Pupil guidance
Guides pupils with learning difficulties, study choices and personal questions, refers on where needed and tracks progress in the file.
How hrmforce measures this
- Assessment method
- On-the-job observation
- hrmforce instrument
- Competency Check, Development Review
- Competency (50-framework)
- Coaching
- Trainability
- high
- Demand outlook 2026 to 2030
- rising
Structured workplace observation with a form based on behavioural anchors.
Behavioural anchors
| Level | Behaviour at this level |
|---|---|
| N1 Guided | Conducts a guidance conversation under supervision using the standard form and records the agreements in the pupil file. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Independently analyses the cause of lagging results, makes a plan with the pupil and involves parents and the support team. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Develops the school's guidance structure, draws up referral protocols and coaches mentors in their role. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 and N4 are deliberately not anchored. Raters place them between the anchors, following the O*NET convention.
Underlying skills
These skills inherit the assessment route and the behavioural anchors of this construct.
| T | Skill | Definition | Demand outlook 2026 to 2030 |
|---|---|---|---|
| V | Maintaining a pupil tracking system Pupil tracking system | Enters test results, observations and agreements per pupil and follows their development across the years. | declining |
| V | Drawing up an individual action plan Individual education plan | Translates a pupil's educational needs into goals, approach, resources and an evaluation moment on paper. | stable |
| V | Drawing up a group plan Group planning | Divides the group into ability groups with their own goals and approach and records this in a group plan. | stable |
| T | Using Magister Magister | Works in Magister with absences, grades, homework, the pupil file and communication to parents. | stable |
| T | Using Somtoday Somtoday | Works in Somtoday with attendance, results, study guides and the pupil file of a class. | stable |
| V | Identifying learning gaps Learning gap identification | Recognises from test data and observations where a pupil falls behind and names the likely cause. | rising |
| V | Support for dyslexia and dyscalculia Dyslexia support | Deploys permitted aids and compensating arrangements for pupils with dyslexia or dyscalculia. | rising |
| V | Guiding study and career choices Career guidance | Holds conversations with pupils about interests, abilities and further study and records the choice steps. | rising |
| V | Following up and reporting absenteeism Attendance monitoring | Follows up unauthorised absence, addresses the pupil and reports to the truancy officer where required. | stable |
| V | Referring to the school support team Support team referral | Presents a support question about a pupil to the internal coach or support coordinator with file and advice. | stable |
| V | Acting as a class mentor Class mentoring | Guides a class as mentor on results, behaviour and wellbeing and keeps an overview per pupil. | rising |