{"product_id":"a-curriculum-guide-for-middle-leaders-9780367610982","title":"A Curriculum Guide for Middle Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eA Curriculum Guide for Middle Leaders\u003c\/em\u003e is a comprehensive guide to the curriculum for middle leaders and subject leaders. Designed to support middle leaders in both primary and secondary schools, it explores every aspect of successful curriculum leadership beginning with intent and moving on to cover implementation and impact. It is closely aligned to the new inspection framework and demystifies key terminology including selection, sequencing, progression, and interleaving.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eWritten in an accessible Q\u0026amp;A format, the book equips readers with the tools and the knowledge they need to construct an imaginative and effective subject curriculum, and prepares them to take part successfully in deep dives'. There are also templates and practical tools drawn from good practice across the country that can be easily adapted for individual subjects and schools. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eAddressing the key concerns of both experienced leaders and those new to the role, this essential r\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003ePART 1 INTENT\u003c\/strong\u003e \u003c\/p\u003e\u003cp\u003e1 What is meant by ‘intent’? \u003c\/p\u003e\u003cp\u003e2 Do I have a vision for my subject? \u003c\/p\u003e\u003cp\u003e3 How do I work within the context of the whole school and address whole school priorities? \u003c\/p\u003e\u003cp\u003e4 What do I want pupils to be able to do by the end\u003c\/p\u003e\u003cp\u003eof the year? \u003c\/p\u003e\u003cp\u003e5 How do I identify areas for improvement? \u003c\/p\u003e\u003cp\u003e6 How do I write a curriculum statement? \u003c\/p\u003e\u003cp\u003e7 How do I create a curriculum plan? \u003c\/p\u003e\u003cp\u003e8 How do I make my curriculum plans visible? \u003c\/p\u003e\u003cp\u003e9 How do I choose what to teach? \u003c\/p\u003e\u003cp\u003e10 What is meant by sequencing? \u003c\/p\u003e\u003cp\u003e11 What is interleaving? \u003c\/p\u003e\u003cp\u003e12 How do I plan for progression? \u003c\/p\u003e\u003cp\u003e13 How important is transition to my planning? \u003c\/p\u003e\u003cp\u003e14 How do I meet the needs of SEND and disadvantaged pupils? \u003c\/p\u003e\u003cp\u003e15 What about differentiation? \u003c\/p\u003e\u003cp\u003e16 From intent to implementation. \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003ePART 2 IMPLEMENTATION\u003c\/strong\u003e \u003c\/p\u003e\u003cp\u003e17 What is meant by implementation? \u003c\/p\u003e\u003cp\u003e18 How important is subject knowledge? \u003c\/p\u003e\u003cp\u003e19 Are knowledge organisers the answer? \u003c\/p\u003e\u003cp\u003e20 How should pupils be assessed? \u003c\/p\u003e\u003cp\u003e21 How do I fill gaps in pupils’ learning? \u003c\/p\u003e\u003cp\u003e22 How do I close the gap? \u003c\/p\u003e\u003cp\u003e23 What is really meant by ‘challenge’? \u003c\/p\u003e\u003cp\u003e24 What does good teaching look like in a lesson? \u003c\/p\u003e\u003cp\u003e25 How do I monitor the quality of teaching? \u003c\/p\u003e\u003cp\u003e26 What do I do if my department is underperforming? \u003c\/p\u003e\u003cp\u003e27 Why is consistency so important? \u003c\/p\u003e\u003cp\u003e28 Should I insist on detailed lesson plans, and what about objectives? \u003c\/p\u003e\u003cp\u003e29 How important are seating plans? \u003c\/p\u003e\u003cp\u003e30 How important is questioning? \u003c\/p\u003e\u003cp\u003e31 What should I look for in pupils’ books? \u003c\/p\u003e\u003cp\u003e32 What does good feedback look like? \u003c\/p\u003e\u003cp\u003e33 How important is pupil voice?\u003c\/p\u003e\u003cp\u003e34 I am not the head of English, so how important is literacy to me? \u003c\/p\u003e\u003cp\u003e35 I am a subject leader; should I be responsible for behaviour? \u003c\/p\u003e\u003cp\u003e36 How do I plan effective CPD? \u003c\/p\u003e\u003cp\u003e37 Are visits to other schools an appropriate use of my time? \u003c\/p\u003e\u003cp\u003e38 What do I do when I am not happy with changes to the curriculum? \u003c\/p\u003e\u003cp\u003e39 Do I need timetabling skills to understand curriculum implementation? \u003c\/p\u003e\u003cp\u003e40 Am I a leader or a manager? \u003c\/p\u003e\u003cp\u003e41 How do I plan for public examinations? \u003c\/p\u003e\u003cp\u003e42 How important is cross-curricular work? \u003c\/p\u003e\u003cp\u003e43 What about pastoral leadership? \u003c\/p\u003e\u003cp\u003e44 How do I lead in uncertain times? \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003ePART 3 IMPACT\u003c\/strong\u003e \u003c\/p\u003e\u003cp\u003e45 What is meant by impact? \u003c\/p\u003e\u003cp\u003e46 How do I measure pupil performance? \u003c\/p\u003e\u003cp\u003e47 How do I analyse data and pupil outcomes? \u003c\/p\u003e\u003cp\u003e48 How do I ensure accurate predictions and assessments? \u003c\/p\u003e\u003cp\u003e49 How do I measure impact in the classroom? \u003c\/p\u003e\u003cp\u003e50 How do I evaluate impact on pupil groups – especially SEND and disadvantaged pupils? \u003c\/p\u003e\u003cp\u003e51 How do I provide evidence of impact for inspectors? \u003c\/p\u003e\u003cp\u003e52 How do I handle the annual review with SLT and\/or governors? \u003c\/p\u003e\u003cp\u003e53 Finally, how do I know if I am doing a good job? \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eAPPENDICES \u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eA. Example curriculum statement: primary reading \u003c\/p\u003e\u003cp\u003eB. Example curriculum statement: secondary English \u003c\/p\u003e\u003cp\u003eC. Example curriculum plan: Y6 Maths \u003c\/p\u003e\u003cp\u003eD. Example curriculum plan: Y7 Maths \u003c\/p\u003e\u003cp\u003eE. Guidance: marking and feedback \u003c\/p\u003e\u003cp\u003eF. Guidance: knowledge organisers \u003c\/p\u003e\u003cp\u003eG. Guidance: department self-evaluation \u003c\/p\u003e\u003cp\u003eH. Guidance: line management \u003c\/p\u003e\u003cp\u003eI. Guidance: how to prepare for a deep dive \u003c\/p\u003e\u003cp\u003eJ. Guidance: deep dive questions \u003c\/p\u003e\u003cp\u003eK. Guidance: work scrutiny \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd (Sales)","offers":[{"title":"Default Title","offer_id":51017975628119,"sku":"9780367610982","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367610982.jpg?v=1750775250","url":"https:\/\/bookcurl.com\/products\/a-curriculum-guide-for-middle-leaders-9780367610982","provider":"Book Curl","version":"1.0","type":"link"}