Coordinating the Curriculum in the Smaller Primary School

Coordinating the Curriculum in the Smaller Primary School

Coordinating the Curriculum in the Smaller Primary School

Coordinating the Curriculum in the Smaller Primary School


This sixteen book series written and designed for busy primary school teachers takes one step-by-step through every stage of coordinating a subject. The books tackle the two main aspects of the coordinator's role: coordinating and subject leadership. It accomplishes this task by establishing systems and common practice, providing information, offering expertise and direction, guiding the development of the subject, and raising standards.

Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies, and material that teachers can use immediately. Written to meet the needs of subject leaders, this comprehensive set of books will be an essential addition to the staffroom bookshelf.


This book has been prepared for primary teachers and headteachers in smaller primary schools and reflects the particular challenges of curriculum management and subject leadership within them. the authors define small schools not only in terms of numbers of pupils but also in their context including the size of neighbouring schools. However, by using case-study material from schools of 40 to 90 children where teachers have multi-subject multi-function roles many readers will be able to identify with the issues involved. the book forms part of a series of new publications that set out to advise teachers on the complex issues of improving teaching and learning through managing elements and aspects of the primary school curriculum.

Why is there a need for such a series? Most authorities recognise that the quality of primary children’s work and learning depends upon the skills of their class teacher, not in the structure of management systems, policy documents or the titles and job descriptions of staff. Many today recognise that school improvement equates directly to the improvement of teaching so surely all tasks, other than imparting subject knowledge, are merely a distraction for the committed primary teacher.

Nothing should take teachers away from their most important role, that is, serving the best interests of the class of children

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