ABSTRACT

School life is classroom life. The quality of experiences that an able child in history will enjoy will be determined by individual classroom teachers. However, what those individual teachers do in the classroom; what they determine to be important; their understanding of what is the best way of supporting able child ren and impacting on their learning is influenced by the departmental context. The role of the subject leader is, with the exception of what happens in their own classroom, in many ways an indirect role. Subject leaders must promote an environment that allows the people they are leading to function at their best and to develop a clear understanding of what will work within their own classrooms.