This study sets out to explore curriculum development in five contrasting secondary schools in order to examine the leadership issues arising from radical change at Key Stage 3. Much of the existing literature relating to curriculum change focuses on the
mechanics of change; this study explores the impact of school leaders on change within these schools and considers the leadership issues they faced in reshaping Key Stage 3. In doing so, it offers readers contemplating curriculum change the opportunity to consider the leadership lessons from those who have already been on the journey.