Curriculum Guide for Middle Leaders

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A01=Richard Steward
Author_Richard Steward
Book Scrutiny
Category=JNK
Category=JNLB
Category=JNLC
Category=JNU
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Curriculum implementation
Curriculum leadership role
Disadvantaged Pupils
Effective Middle Leaders
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eq_nobargain
eq_non-fiction
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Examination Boards
Extra-curricular
Feedback
Follow
Held
Judgements
Key Stage
Lesson Observations
Lesson Visits
Middle Leaders
Middle Leadership Roles
Ofsted Inspections
Poor
Professional Development
Pupil Premium
School improvement
Senior Leadership Team
Shy
Strong
Strong Learning Culture
Subject Leaders
Wo

Product details

  • ISBN 9780367610968
  • Weight: 453g
  • Dimensions: 174 x 246mm
  • Publication Date: 30 Dec 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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A Curriculum Guide for Middle Leaders 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.

Written in an accessible Q&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.

Addressing the key concerns of both experienced leaders and those new to the role, this essential resource encourages readers to think deeply about the curriculum and how it is taught, enabling them to make a significant contribution to whole school improvement.

Richard Steward is an educational consultant with extensive experience as a teacher and headteacher. He has taught in a variety of schools in a thirty-year career and has worked as a part-time lecturer with The Open University. He has worked with the National College for Teaching and Learning and been involved in a wide range of national educational research projects. His previous books include The Gradual Art of School Improvement and The Toxic Classroom.

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