ABSTRACT
The nature of the cohort is also a significant factor: delivery of the curriculum will need to be adapted to suit the learning needs of the pupils in the classroom. A highly selective grammar school is unlikely to follow the same schemes of work as an inner-city comprehensive school serving a deprived area. A teacher of modern languages might suggest that by the end of Year 7, pupils need to be familiar with the use of verbs in the present tense, and a science teacher might require them to be able perform practical experiments safely and according to the scientific method, but these are skills which develop over time. The most convincing answers are likely to recognise that learning is an uneven process and that end points are aspirations rather than targets. Leaders need to ensure that the teachers in their departments or subject areas are ready to hand on their classes to other teachers.
