Course overview
This course for senior leaders will consider the essence and importance of whole-school curriculum leadership. It will unpick Ofsted’s expectations of senior leaders with regards to implementing a ‘broad, rich curriculum’ (DfE, 2024). Based on educational research and curriculum theory, participants will explore how senior leaders can work with subject leaders to build knowledge and understanding of the features of effective subject curricula intent and implementation.
Course aims
Course content
This course will:
Build senior leaders’ understanding of Ofsted’s curriculum-related expectations. The course will explore the responsibilities of the senior curriculum leadership in leading curriculum across the school. It will examine key requirements of senior leaders with regards to curriculum intent, implementation and impact according to Ofsted’s latest school inspection handbook (September 2024).
Illustrate effective line management practice. This course will provide practical strategies for achieving ongoing curriculum development, ensuring it is thoroughly supported and rigorously evaluated through effective line management.
Support senior leaders to implement strategies to improve senior-subject leader dialogue. We will explore practical strategies to improve senior-subject leader dialogue.
Session 1: Supporting implementation of the curriculum at a senior level
The role of senior leaders in:
embedding curriculum intent;
nurturing subject leadership;
evaluating the impact of a curriculum;
ensuring accessibility to the full curriculum for all groups of pupils.
Session 2: Effective line management of subjects
Appropriate professional development for non-specialist line managers including how to make use of Ofsted’s research review series
Use of line management meetings, including structuring curriculum conversations
Supporting subject leaders to develop methods to characterise subjects
Communicating subject-specific approaches to assessment
Your Instructor
Catherine Priggs
Catherine has worked as a senior leader in two schools, each with very different contexts. In both schools she has created and delivered programmes to support colleagues to step into senior leadership. She has also managed and led staff induction (including for senior leaders) in both settings.
