National Professional Qualification for Headship (NPQH) Teaching, Learning and Curriculum Syllabus

Teaching, Learning and Curriculum syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Teaching, Learning and Curriculum in National Professional Qualification for Headship (NPQH), not a summary of it.

1. 1

   Curriculum Design and Coherence

   5 topics

   • Principles of an Ambitious, Knowledge-Rich Curriculum
     • Sequencing knowledge from simple to complex
     • Specifying the most important content
   • Curriculum Breadth and the National Curriculum
     • Balancing breadth and depth
     • Entitlement to a broad academic curriculum
   • Vertical and Horizontal Coherence Across Subjects
   • Curriculum Adaptation for SEND and Disadvantage
   • Evaluating Curriculum Implementation and Impact
2. 2

   Effective Teaching and Pedagogy

   4 topics

   • Evidence-Informed Teaching Practices
     • Cognitive load and working memory
     • Explicit instruction and modelling
   • Retrieval Practice and Spaced Learning
   • Adaptive Teaching Over Differentiation
     • Responsive teaching within lessons
     • Avoiding limiting labels and tasks
   • High-Quality Questioning and Feedback
3. 3

   Assessment and Use of Data

   4 topics

   • Purposes of Assessment
     • Formative versus summative assessment
     • Avoiding excessive and low-value assessment
   • Designing Valid and Reliable Assessments
   • Using Pupil Progress Data Intelligently
     • Interpreting in-school and national data
     • Triangulating data with work scrutiny
   • Accountability Measures and Performance Tables
4. 4

   Inclusion, SEND and Disadvantage

   4 topics

   • Meeting the SEND Code of Practice
     • Graduated approach: assess, plan, do, review
     • Role of the SENCO and EHCPs
   • Closing the Disadvantage Gap
     • Effective use of the Pupil Premium
     • Tiered approach: teaching, targeted, wider strategies
   • Equality, Diversity and Statutory Duties
   • Supporting Pupils with English as an Additional Language

Teaching, Learning and Curriculum flashcards for National Professional Qualification for Headship (NPQH)

25 of 50 cards from the Teaching, Learning and Curriculum deck — real questions with worked answers.

1. What are the four core characteristics of an ambitious, knowledge-rich curriculum?

   It (1) specifies the essential knowledge and skills pupils should gain, (2) is sequenced coherently so new learning builds on prior learning, (3) treats knowledge as worthwhile in its own right and as the foundation of skills, and (4) holds high expectations and entitlement for ALL pupils regardless of background.

2. Distinguish between the 'intended', 'enacted' and 'achieved' curriculum.

   The intended curriculum is what is planned/specified (intent); the enacted (or implemented) curriculum is what is actually taught in classrooms (implementation); the achieved curriculum is what pupils actually learn and remember (impact). Ofsted's framework mirrors this as intent, implementation, impact.

3. In a knowledge-rich curriculum, what is the relationship between knowledge and skills?

   Knowledge is foundational: skills are seen as forms of expertise that depend on a large body of secure, domain-specific knowledge stored in long-term memory. You cannot 'think critically' about a subject without knowing a lot about it, so curriculum prioritises building knowledge first.

4. What is the statutory status of the National Curriculum in England, and which schools must follow it?

   The National Curriculum is statutory for maintained (local-authority) schools. Academies and free schools are NOT required to follow it but must teach a broad and balanced curriculum and meet the statutory entitlement (e.g. RE, relationships/sex/health education).

5. What is meant by 'curriculum breadth' and why does it matter for disadvantaged pupils?

   Breadth means pupils study a wide range of subjects and rich content rather than a narrowed offer. It matters because narrowing (e.g. dropping arts/humanities, excessive exam drilling) most often disadvantages poorer pupils, who are least likely to gain that cultural and academic capital elsewhere.

6. Define 'vertical coherence' in curriculum design.

   Vertical coherence is the logical sequencing of a subject across time and year groups, so that knowledge is built progressively — each topic deliberately builds on prior knowledge and prepares pupils for future, more complex content within the same subject.

7. Define 'horizontal coherence' in curriculum design.

   Horizontal coherence is the meaningful alignment of content ACROSS different subjects taught at the same time, so that learning in one subject reinforces or supports learning in another (e.g. the maths needed for a science topic being taught beforehand).

8. What is a 'curriculum map' (or sequence) and what should it specify?

   A curriculum map is a planned overview showing what is taught, in what order, across year groups. It should specify the component knowledge, the order/sequence, when concepts are revisited, and how content builds toward composite end goals.

9. Distinguish 'substantive knowledge' from 'disciplinary knowledge'.

   Substantive knowledge is the established content/facts of a subject (e.g. that the Battle of Hastings was 1066). Disciplinary knowledge is how that knowledge is generated, used and evaluated within the discipline (e.g. how historians construct accounts from evidence).

10. What is the difference between 'adapting' a curriculum for SEND and 'reducing' it?

    Adaptation keeps the same ambitious endpoints and content but changes HOW it is taught and accessed (scaffolds, extra time, alternative representations). Reducing lowers expectations and narrows content, denying pupils with SEND their full curriculum entitlement — which should be avoided.

11. Name three legitimate curriculum-level adaptations to support pupils with SEND.

    Examples: breaking content into smaller components with more practice; providing scaffolds, visuals or knowledge organisers; pre-teaching key vocabulary and concepts before a lesson; additional retrieval/overlearning; and adjusting pace while keeping the same endpoints.

12. Why might a knowledge-rich, well-sequenced curriculum particularly benefit disadvantaged pupils?

    Disadvantaged pupils are less likely to acquire background knowledge and vocabulary at home, so a deliberately sequenced curriculum that builds this knowledge in school reduces the gap. Carefully specified content prevents reliance on assumed cultural capital.

13. What three lenses does Ofsted's Education Inspection Framework use to judge curriculum quality?

    Intent (the curriculum's design, ambition and sequencing), Implementation (how well it is taught and assessed), and Impact (the results — what pupils know, remember and can do, including outcomes and destinations).

14. In evaluating curriculum implementation, what does a 'deep dive' subject review typically examine?

    It examines the subject's intent and sequencing, lesson visits, work scrutiny (pupils' books), discussions with leaders, teachers and pupils, and assessment evidence — triangulating these to judge whether pupils are building and retaining the intended knowledge.

15. When evaluating curriculum impact, why is exam data alone insufficient?

    Exam data is a lagging, narrow proxy that arrives too late to act on and may not reflect breadth or retained knowledge. Leaders should also examine pupils' work, what they actually remember over time, the breadth of the offer, and destinations/next-stage readiness.

16. What does 'evidence-informed' (rather than 'evidence-based') teaching practice mean?

    It means using the best available research evidence to inform — not dictate — professional decisions, combined with teacher expertise and knowledge of the specific context. Evidence guides judgement rather than prescribing a single mandated method.

17. State the principle of 'retrieval practice' and why it strengthens learning.

    Retrieval practice is the act of recalling information from memory (e.g. low-stakes quizzing) rather than re-reading it. The effortful act of retrieval strengthens the memory trace and improves long-term retention — the 'testing effect'.

18. What is the 'spacing effect' and how does it differ from massed practice?

    The spacing effect: learning is more durable when practice is distributed over time with gaps, rather than crammed (massed) in one block. Spaced retrieval forces re-effort after partial forgetting, producing stronger, longer-lasting memory.

19. What is 'interleaving' and how does it contrast with blocked practice?

    Interleaving mixes different problem types or topics within a study session (ABCABC), whereas blocked practice does all of one type then the next (AAABBB). Interleaving aids discrimination between concepts and improves long-term transfer, though it feels harder.

20. Define 'cognitive load' and name its main types.

    Cognitive load is the working-memory demand of a task. Intrinsic load = inherent difficulty of the material; extraneous load = load from poor presentation/distractions (to be minimised); germane load = effort devoted to building schemas in long-term memory.

21. State Rosenshine's principle about presenting new material.

    Present new material in small steps, with pupil practice after each step. Limiting the amount of new information presented at once avoids overloading working memory and allows pupils to master each component before moving on.

22. Distinguish 'adaptive teaching' from traditional 'differentiation'.

    Differentiation often meant pre-planning different tasks/worksheets for groups, risking lowered expectations and capping attainment. Adaptive teaching keeps high expectations for all and responsively adjusts explanation, scaffolding, questioning and support in the moment based on assessment of need.

23. Why is creating three permanently different ability groups within a class discouraged in adaptive teaching?

    Fixed within-class grouping can entrench low expectations, limit the curriculum the 'lower' group accesses, become self-fulfilling, and is poorly correlated with raising attainment. Adaptive teaching instead aims for all pupils to access the same ambitious goals with varied support.

24. What is the purpose of 'scaffolding' and what should happen to scaffolds over time?

    Scaffolding provides temporary support (e.g. worked examples, writing frames, prompts) that lets pupils succeed at tasks they could not yet do alone. Scaffolds should be gradually withdrawn ('faded') as pupils gain independence, to avoid dependency.

25. What is a 'cold call' questioning technique and why is it used?

    Cold calling is asking a named pupil to answer without hands up. It is used because it keeps all pupils accountable and thinking (everyone could be asked), gives the teacher a more representative read of understanding, and increases participation equity.

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