Deputy Headteacher, Curriculum, Assessment and Standards

Idris Rahman

Keeping a class in my week matters when I discuss assessment workload or how a timetable decision affects teaching; those choices have to work inside real lessons.

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A little about me

I lead curriculum, assessment and standards, and I teach Year 10 Mathematics. Keeping a class in my week matters when I discuss assessment workload or how a timetable decision affects teaching; those choices have to work inside real lessons.

The assessment calendar brings several data reviews through the year. I look for help turning a data drop into specific next steps for a department, rather than a set of figures that people read once and put aside. The question is what the evidence suggests the team should examine or plan next, with its limits kept in view.

Curriculum planning also has to respect the available rooms and the shape of the school day. Some periods have no spare space, so a proposal that looks sound on paper may not fit the timetable. I want decisions about sequence, assessment and capacity to be considered together.

How I approach a lesson

  1. Turn assessment reviews into a small number of department-level actions.

  2. Keep the limits of each data set visible when discussing next steps.

  3. Check curriculum plans against room and timetable capacity.

Templates I'd use with my class

Explore these templates and decide what fits your own setting.

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