| Description |
1 online resource (210 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Introduction -- Middle leadership in context -- Intent, Implementation, Impact -- How to use this book -- Notes -- Part 1: Intent -- Chapter 1: What is meant by 'intent'? -- Note -- Chapter 2: Do I have a vision for my subject? -- Chapter 3: How do I work within the context of the whole school and address whole school priorities? -- Chapter 4: What do I want pupils to be able to do by the end of the year? -- Chapter 5: How do I identify areas for improvement? -- Chapter 6: How do I write a curriculum statement? |
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Chapter 7: How do I create a curriculum plan? -- Chapter 8: How do I make my curriculum plans visible? -- Chapter 9: How do I choose what to teach? -- Chapter 10: What is meant by 'sequencing'? -- Notes -- Chapter 11: What is interleaving? -- Notes -- Chapter 12: How do I plan for progression? -- Note -- Chapter 13: How important is transition to my planning? -- Notes -- Chapter 14: How do I meet the needs of SEND and disadvantaged pupils? -- Chapter 15: What about differentiation? -- Chapter 16: From intent to implementation -- Part 2: Implementation |
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Chapter 17: What is meant by implementation? -- Note -- Chapter 18: How important is subject knowledge? -- Notes -- Chapter 19: Are knowledge organisers the answer? -- Chapter 20: How should pupils be assessed? -- Chapter 21: How do I fill gaps in pupils' learning? -- Chapter 22: How do I close the gap? -- Notes -- Chapter 23: What is really meant by 'challenge'? -- Notes -- Chapter 24: What does good teaching look like in a lesson? -- Note -- Chapter 25: How do I monitor the quality of teaching? -- Chapter 26: What do I do if my department is underperforming? |
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Chapter 27: Why is consistency so important? -- Chapter 28: Should I insist on detailed lesson plans, and what about objectives? -- Chapter 29: How important are seating plans? -- Chapter 30: How important is questioning? -- Notes -- Chapter 31: What should I look for in pupils' books? -- Chapter 32: What does good feedback look like? -- Chapter 33: How important is pupil voice? -- Chapter 34: I am not the head of English, so how important is literacy to me? -- Chapter 35: I am a subject leader -- should I be responsible for behaviour? -- Note -- Chapter 36: How do I plan effective CPD? -- Notes |
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Chapter 37: Are visits to other schools an appropriate use of my time? -- Chapter 38: What do I do when I am not happy with changes to the curriculum? -- Chapter 39: Do I need timetabling skills to understand curriculum implementation? -- Chapter 40: Am I a leader or a manager? -- Note -- Chapter 41: How do I plan for public examinations? -- Chapter 42: How important is cross-curricular work? -- Chapter 43: What about pastoral leadership? -- Chapter 44: How do I lead in uncertain times? -- Part 3: Impact -- Chapter 45: What is meant by impact? -- Notes -- Chapter 46: How do I measure pupil performance? |
| Notes |
Description based upon print version of record |
| Form |
Electronic book
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| ISBN |
9781000328899 |
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1000328899 |
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