Day-to-day operating brief
What Curriculum Leader work looks like in practice
A Curriculum Leader shapes teaching, sequencing and assessment for a subject, phase or curriculum area while usually retaining classroom duties. Terms should define leadership time, staff support, planning expectations, moderation, resource budgets, data access, quality assurance, intervention authority, examination or statutory requirements and the boundary between professional coaching and formal capability decisions. Curriculum review should test whether intended knowledge is actually taught and remembered across classes, including pupils who need additional support. A common resource is not evidence of consistent implementation by itself. The leader should retain enough subject-specific evidence to explain why content, sequence or assessment changed and how the effect will be reviewed. Resource selection should consider accessibility, reading demand, cultural context and licensing, not only subject coverage. Where examination specifications or statutory programmes change, the implementation plan should address staff knowledge, retained cohorts and resources already committed under the previous sequence.
Individually written and reviewed against the maintained role record.