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.

part 1|43 pages


chapter 1|3 pages

What is meant by ‘intent’?

chapter 2|3 pages

Do I have a vision for my subject?

chapter 5|3 pages

How do I identify areas for improvement?

chapter 6|2 pages

How do I write a curriculum statement?

chapter 7|3 pages

How do I create a curriculum plan?

chapter 9|5 pages

How do I choose what to teach?

chapter 10|3 pages

What is meant by ‘sequencing’?

chapter 11|1 pages

What is interleaving?

chapter 12|3 pages

How do I plan for progression?

chapter 15|2 pages

What about differentiation?

chapter 16|1 pages

From intent to implementation

part 2|90 pages


chapter 17|1 pages

What is meant by implementation?

chapter 18|4 pages

How important is subject knowledge?

chapter 19|3 pages

Are knowledge organisers the answer?

chapter 20|4 pages

How should pupils be assessed?

chapter 21|3 pages

How do I fill gaps in pupils’ learning?

chapter 22|3 pages

How do I close the gap?

chapter 23|3 pages

What is really meant by ‘challenge’?

chapter 25|4 pages

How do I monitor the quality of teaching?

chapter 27|2 pages

Why is consistency so important?

chapter 29|2 pages

How important are seating plans?

chapter 30|4 pages

How important is questioning?

chapter 31|3 pages

What should I look for in pupils’ books?

chapter 32|4 pages

What does good feedback look like?

chapter 33|4 pages

How important is pupil voice?

chapter 36|5 pages

How do I plan effective CPD?

chapter 40|3 pages

Am I a leader or a manager?

chapter 41|3 pages

How do I plan for public examinations?

chapter 42|3 pages

How important is cross-curricular work?

chapter 43|3 pages

What about pastoral leadership?

chapter 44|3 pages

How do I lead in uncertain times?