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Defining and Enhancing the Role of the Subject Leader - managing curriculum change that delivers sequential and seamless learning and deep knowledge and skills

The role of the subject specialist, subject leader or faculty manager is to ensure that the knowledge and skills that are specific to the subject are taught expertly, thoroughly and deeply.  The new OFSTED Handbook is now being used in schools and colleges. It emphasises the importance of the curriculum as the driver for evidence that defines a high-quality education. Have a look at some of the observations in OFSTED reports from schools inspected since September 2019. OFSTED are conducting 'deep dives' into subjects, they want to see high quality, in-depth subject knowledge, deivered by specialists who know how to ensure pupils learn the curriculum.

The role of the subject specialist is to ensure that the curriculum is coherently planned and sequenced.  It is their role to ensure that teachers within their department understand the rationale and the vision for effective curriculum planning and delivery and can create a coherent and consistent offer that deepens knowledge and enhances skills over time. They need to focus on subject knowledge and the wider concepts that are subject specific or link across a range of other subject areas.

This event will give subject leaders, subject specialists and faculty leaders a range of coaching skills and techniques that will support them in ensuring that there is a powerful culture of sharing and cascading of good and outstanding practice across their teams. We focus on how to encourage opportunities for a professional dialogue where colleagues reflect on their subject knowledge, approaches to classroom pedagogy and the development of effective learning and meta-cognitive skills. The introduction of the new framework and the emphasis on curriculum as the driver for quality in education highlights the importance of the role of the subject leader.

We will work with delegates to look closely at what is required of them in terms of:-

  • sequencing learning
  • embedding literacy and numeracy skills within subject specific learning
  • how to identify and weave the understanding of key concepts both subject specific and those that are specific across the wider curriculum
  • identifying the metacognitive skills that support pupils to transfer knowledge into their long-term memory and focus on how they learn as well as what they learn
  • how pupils build on prior knowledge and develop their knowledge and skills towards clearly defined end points
  • ensuring lower ability and pupils with special educational needs or disabilities are not disadvantaged

Have the evidence for OFSTED that:

· Reading is prioritised to allow pupils to access the full curriculum offer

· Mathematical fluency and confidence in numeracy are regarded as preconditions of success across the national curriculum

· Subject leaders at all levels have clear roles and responsibilities to carry out their role in curriculum design and delivery

· Subject leaders have the knowledge, expertise and practical skill to design and implement a curriculum

OFSTED's 25 Indicators linked to their third phase of research into curriculum design

The day will include:-

  • A review of the current changes to how OFSTED want to see the curriculum planned and implemented and what to focus on in terms of how the curriculum is having an impact on learning and achievement over time
  • A look at how to sequence the learning, effectively planning a curriculum that starts with the end point and works backwards to ensure depth of coverage leads to deep knowledge acquisition and the development of relevant skills for learning
  • A focus of how to manage change, develop effective subject and cross-curricular teams and how to influence individuals to embrace new ideas and content and build on what they do well
  • Reflecting and sharing ideas on how to manage the development of schemes of work that incorporate a focus on building on prior learning, ensuring mastery of each topic, theme or subject, the embedding of literacy, numeracy and the softer skills and ensuring that the curriculum content is delivered to sufficient depth and breadth
  • An analysis of formative assessment strategies linked to the development of a range of coaching skills
  • An investigation into the term 'deep dive' and what subject leaders need to ask themselves in preparation for this kind of scrutiny
  • Time to practice coaching skills using a coaching model to focus on specific individual, team or departmental issues
  • The opportunity to reflect how the learning from the day will be shared and disseminated back in school to ensure there is measurable impact on departmental and organisational success

The Coaching team

We have a team of highly qualified coaches with a background in education. Coaching is integral to how we plan and prepare for delivery of all our events. We work closely together to refine the programmes we deliver and constantly update them to reflect changes to the curriculum, assessment and the demands of the inspectorate. We believe that those who attend our training should have a good understanding of how the learning will be used back in school and what the individual is aiming to achieve in ensuring they are able to share and cascade to others and measure the impact on whole school, team or individual performance. You can find out more about the team by going to the about us page on our website.

Who should attend?

This event is suitable for subject leaders in both primary and secondary settings.  It will also be useful for those working in special education. The changes to the approach to curriculum planning and implementation is far reaching and much of the emphasis for change is seen as part of the role of the subject leader or specialist. This event can also be adapted for in-house delivery involving a whole department or faculty in developing an understanding of the issues currently under the spotlight and how coaching can be a powerful driver in embedding change and delivering impact measures that provide clear evidence that teaching within a subject area is sequential and fosters high levels of progression and successful outcomes for pupils. This course will also be suitable for CPD leaders and curriculum managers who have a wider remit across phases, key stages or departments and who would like to develop a programme that they use again and again within school.

All our events are centrally located. Registration and refreshments are available from 9.30am for a 10.00am start, and we will finish around 3.30-4.00pm. We always provide lunch.


First Delegate:

£295 +VAT

Second or Subsequent Delegate Price:

£245 +VAT

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What our clients say about this course

  • "I have learnt alot more useful ideas than I could have anticipated. I would higly recommend this course" Head of English in London  
  • "A really fabulous day with lots of information and fantastic ideas to take away" Deputy Headteacher in London

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  • "I have learnt alot more useful ideas than I could have anticipated. I would higly recommend this course" Head of English in London  
  • "A really fabulous day with lots of information and fantastic ideas to take away" Deputy Headteacher in London
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