And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. An investigation into how to assess the quality of education through curriculum intent, implementation and impact. An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. Intent, Implementation, Impact – the key to every early years curriculum The three I’s of “Intent – Implementation – Impact” work hand in hand with the three core aspects of successful early learning based on teachers’ Planning, Observation, and Assessment. Does our curriculum reflect our school’s local context? In January, I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a) In particular, I defined that slippery term “curriculum” and argued that a curriculum is not a singular entity; rather, it is a composite of at least four different elements: the national, the basic, the local, and the hidden curriculums. Ofsted. Do we account for the hidden curriculum and ensure there are no inconsistencies or contradictions between what we explicitly teach in lessons and what we teach by way of the values, behaviours and attitudes all our staff display daily, and by the quality of the learning environment and our rules and routines? From vaccines to laptops: The pandemic to-do list for ... BotDetect CAPTCHA ASP.NET Form Validation. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. As ever, please leave any thoughts in the comments below and have a great week. Cancelled exams: Consultation to probe using ... Live lessons are not the gold standard: Ofsted busts ... Ofsted monitoring inspections to take place online ... Lockdown teaching and learning: A quick guide for ... PFI: Challenging overly expensive contracts. For me, one of the key lines from all the Ofsted documentation is this: inspectors will judge the extent to which “learners are ready for the next stage of education, employment or training”. Applies to: England. Popular topics this week (Thanks to our group members! Early years 12 Non-association independent schools 13 Schools with sixth forms 13 Settings with residential and boarding provision 13 Further education and skills provision 13 In my mind, the best way to do this is to use a tool like iAbacus. He is also a primary school governor. October 2, 2020 I explained that Ofsted wants to see how teachers enable pupils to understand key concepts, presenting information clearly and promoting appropriate discussion; how teachers check pupils’ understanding effectively, identifying and correcting misunderstandings; and how teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently. Intent is “a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage”. Intent – the extent to which schools demonstrate a rich and varied curriculum, one which is not simply focused on teaching to the tests or achieving good exam results. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Indeed, if we are to focus on the real substance of education, provide a broad and balanced curriculum that is ambitious for all and tackles social justice issues, then we should measure the impact of all this. History. Your curriculum must reflect these and have a purpose. Ofsted will be “deep diving” into a selection of subjects during their inspections with the “curriculum at the heart of inspection” focusing on curriculum intent, implementation and impact. Don’t forget that there isn’t a specifically designed curriculum to fit in with Ofsted’s framework, so it is important to build one which is right for the needs of your school. The principal of the first college to be rated “outstanding” under Leaders focus on planning and paperwork but do not check its implementation or its impact; Subject leaders have … I am being asked a lot of questions about this part of the new Design and Technology French. The proposals have both intrigued and excited a lot of leaders. A curriculum should not be designed then left to stagnate. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. As well as subject-specific knowledge and skills, do we also identify the research and study skills – and indeed other cross-curricular skills – that our pupils need in order to succeed? At Gawthorpe Academy the curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. I explained that Ofsted wants to see how teachers enable pupils to understand key concepts, presenting information clearly and promoting appropriate discussion; how teachers check pupils’ understanding effectively, identifying and correcting misunderstandings; and how teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. The key judgement in the new framework is on the quality of education a school provides, with a focus on the intent, implementation and impact of the curriculum. teachers and school leaders working in secondary education across the UK. Do we bake retrieval practice into our curriculum to ensure we activate prior knowledge as and when appropriate and keep that prior knowledge accessible to pupils so that they can make connections between what they learned yesterday, what they are learning today, and what they will learn tomorrow? In the second part of this article – due to publish on September 9 – I will explore ways of evaluating the effectiveness of the way in which our curriculum is taught and of evaluating the pace of our pupils’ progress, eventual pupil outcomes, and pupils’ preparedness for their next steps. SecEd prides itself on being written by teachers, for teachers and offering a positive and constructive voice for PDF, 1.5MB, 54 pages. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Q&A with Julia Skinner, governance expert, Introduction and Question 1 What does good governance look like? In this new framework, Ofstedhas caused a storm with its new-found focus on curriculum – the intent, implementation and impact of apprenticeship curriculum. With Ofsted’s new ‘quality of education’ judgement in mind, Imogen Rowley examines how inspectors will be judging the ‘intent, implementation and impact’ of your curriculum. It is important to bear the above in mind as we complete the trilogy and analyse what curriculum impact means in practice because, at its heart, “impact” is about evaluating the extent to which we achieve all the aims and ambitions of intent and implementation. Strong Intent and Weak Implementation . It will focus on a provider’s educational intent, implementation and impact. To evaluate the pace of pupil progress, pupil outcomes, and pupils’ preparedness for their next steps. Details. Its culling signals – I would argue – that test or qualification outcomes are no longer paramount; rather, schools should focus on the real substance of education – the curriculum. 190002 2 Introduction This article is the first in a series of snapshots giving deeper insight into the wealth of data collected from our research programme. Question 2 What does good…, Key Voices #86 – ‘Back on Track’ with Mary Myatt, Follow us on your preferred streaming platforms... (please note: iTunes takes a little…. Ofsted’s Education Inspection Framework (Ofsted, 2019), I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a), In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). Curriculum intent In January, I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a) In particular, I defined that slippery term “curriculum” and argued that a curriculum is not a singular entity; rather, it is a composite of at least four different elements: the national, the basic, the local, and the hidden curriculums. And the outcomes of those assessments should be used to tweak our curriculum when – as will inevitably be the case from time to time – the answer is “no”. Does it bring the local community into school and take pupils out into the community? It means that the school curriculum needs to develop pupils’ character including their resilience, confidence and independence, and help them keep physically and mentally healthy. Maths. As such, I would argue that the purpose of “impact” is at least threefold: A good curriculum is a living organism, forever changing in response to reality. However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. This bite-sized online course will help you understand the terms intent, implementation and impact, which fall under the Ofsted judgement area Quality of Education (Education Inspection Framework 2019). Have we planned to teach the knowledge and cultural capital our pupils need in order to access and understand our curriculum and go on to thrive in later life? Intent is “a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage”.Implementation is a means of “translating that framework over time into a structure and narrative within an institutional context”.Impact is the means of “evaluating what knowledge and understanding pupils have gained against expectations. Does our progression model allow for a mastery approach where the higher-performing pupils are sufficiently stretched and lower-performing pupils are effectively supported, and yet the integrity of our teaching sequence is still maintained so that no pupil runs too far ahead or falls too far behind? These Editable Ofsted Deep Dive PSHE Intent, Implementation and Impact Statements clearly show the reasons behind your choice of PSHE curriculum with this detailed description of what is covered, how it is covered and the outcomes of successful coverage of your PSHE scheme of work. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? This is key, I think, because it sums up the purpose of education: it is not solely to get pupils through qualifications, though these are clearly important; but rather to genuinely prepare pupils for what comes next. I would argue that our assessment practices need, among other things, to answer this crucial question. Schools across England will be reflecting on their curriculum design in light of If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Physical Education Curriculum map. I explored what a broad and balanced curriculum might look like in practice. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? The watchdog’s focus has shifted from outcomes and achievement rate data to the “quality of education” and what is being called the three Is: intent, implementation and impact. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. The above is by no means an exhaustive list of questions, but at its heart is a simple self-evaluative challenge for your school: Is our curriculum working for all our pupils? So, when considering “curriculum impact’” we should ask ourselves: How do we assess the effectiveness of our curriculum and what do we do with the findings? Rather, we should design a curriculum, teach it, assess it to see if it is working as well as we had hoped, then redesign it in light of our findings and so on. The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. Curriculum design, therefore, should be a cyclical process. If you are going to redesign your curriculum it would be worth involving all your stakeholders, having an Inset and inviting your governors along. Does our progression model allow for a mastery approach where the higher-performing pupils are sufficiently stretched and lower-performing pupils are effectively supported, and yet the integrity of our teaching sequence is still maintained so that no pupil runs too far ahead or falls too far behind? Two languages open every door along the way.” Frank Smith. Are they taught consistently across all subjects where applicable? Education and training providers need to be clear that curriculum intent is not a list of your curriculum aims published in a document or on a website. As such, outcomes are no longer the sole lens through which our “impact” is judged. Dr Helen Drury reflects on Ofsted’s new inspection framework while launching a new section of the Mathematics Mastery website designed to help our partner schools communicate the ‘Intent’ of their curriculum and explaining how Mathematics Mastery supports teachers to close the implementation gap. Impact is the means of “evaluating what knowledge and understanding pupils have gained against expectations. Whenever we use additional intervention and support strategies to help disadvantaged pupils and those with SEND, do we monitor their effectiveness as they are happening rather than wait to evaluate their eventual success once they have ended? Intent: Our purpose and ambition. What are your top tips for shaping a curriculum? In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. What does intent mean? According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Q&A with Ruth Davies, President of NAHT and Paul Whiteman, General secretary of the NAHT. As well as subject-specific knowledge and skills, do we also identify the research and study skills – and indeed other cross-curricular skills – that our pupils need in order to succeed? Intent, Implementation and Impact. Geography. Whenever we use additional intervention and support strategies to help disadvantaged pupils and those with SEND, do we monitor their effectiveness as they are happening rather than wait to evaluate their eventual success once they have ended? Ofsted; Curriculum + Intent, Implementation, Impact ; Skills Progression; Policies and documents; School Travel Plan; Financial Information; News + Newsletters; Contact Us; Support during Covid 19; Intent, Implementation, Impact English. ), Pupil Premium review – what do I need to know? Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Refer to how your curriculum gives children a sense of who they are, who they want to be and how they can make a difference in the world. Inspectors will still use nationally generated performance information about pupil progress and attainment – that which is available in the IDSR – but they will triangulate this with first-hand evidence of how pupils are doing, drawing together their findings from the interviews, observations, work scrutiny and documentary review they gather on inspection, in order to make some judgements about impact. Conclusion The above is by no means an exhaustive list of questions, but at its heart is a simple self-evaluative challenge for your school: Is our curriculum working for all our pupils? This will certainly mean our intent, implementation and impact will be effective and successful for each child, enabling them to reach their own potential. Indeed, if we are to focus on the real substance of education, provide a broad and balanced curriculum that is ambitious for all and tackles social justice issues, then we should measure the impact of all this. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Is our curriculum ambitious enough? When taking on this school, I wanted children to fall back in love with learning and be totally immersed in different worlds and times; to be excited with learning. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. What do your teachers think is the objective in teaching science? In judging impact, Ofsted says that national assessments and examinations are useful indicators of the outcomes pupils in school achieve, but that they only represent a sample of what pupils have learned. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? I also examined why designing a knowledge-rich curriculum was important, what knowledge mattered most to our pupils’ future successes and how to identify the clear end-points of a whole-school – and indeed subject-specific – curriculum. Curriculum: intent, implementation and impact. Register now to get access to more of our great articles. Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? In judging impact, Ofsted says that national assessments and examinations are useful indicators of the outcomes pupils in school achieve, but that they only represent a sample of what pupils have learned. As such, at each stage of pupils’ education, inspectors are likely to want to see evidence that pupils are being prepared for the next stage of education, training or employment, and will consider whether pupils are ready for that next stage. The way the curriculum is designed A good curriculum is a living organism, forever changing in response to reality. Are these skills explicitly taught and reinforced? According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. intent, implementation and impact Phase 3 findings of curriculum research This report outlines what we have done in phase 3 of our research into the quality of curriculum in schools. Have we planned to teach the knowledge and cultural capital our pupils need in order to access and understand our curriculum and go on to thrive in later life? The advent of the EIF has caused much concern and consternation as people get their heads around new terminology and concepts, such as ‘cultural capital’, with myths and misinformation already circulating widely about wha… This, perhaps predictably, has caused some school leaders to panic and insist that planning documents be rewritten taking the ‘three Is’ into account, massively adding to teachers’ workload and stress. The EIF: Conveying intent, implementation and impact in your curriculum The Education Inspection Framework (Ofsted 2019) places greater emphasis on your approach, as a provider, to curriculum, how well it is implemented and how it impacts on the children. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. Intent, Implementation and Impact. Does our curriculum help to tackle social justice issues? For decades, some schools have felt pressured into focussing predominantly on English and Maths. Arrangements for different types of provision 12. chronological understanding, indicates that: As such, outcomes are no longer the sole lens through which our “impact” is judged. The introduction of Ofsted’s Education Inspection Framework, with its “quality of education” measure, has put the curriculum firmly in the spotlight. In the next two blog posts I will be looking further at the implementation and measuring its impact. Ofsted says that, under impact, inspectors will gather evidence to help them judge whether the most disadvantaged pupils in school – as well as pupils with SEND – are given the knowledge and cultural capital they need to succeed in life. “The framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent).”. It was my involvement in school improvement and curriculum research from 1974 to 2014 led me to create the iAbacus model of improvement. It means that the school curriculum needs to develop pupils’ character including their resilience, confidence and independence, and help them keep physically and mentally healthy. Intent 9 Implementation 9 Impact 10 Behaviour and attitudes 10 Personal development 11 Leadership and management 11. Many people have asked about having a curriculum statement – this is not necessary but it does show that you have really thought about the design of your curriculum.

Principles Of Praise And Worship Pdf, Flat On Rent In Kharghar Sector 20, Rxjs Map Vs Switchmap, Most Dangerous Game Netflix, Practical Statistics For Data Scientists 2nd Edition, Benhaven Elementary School Bell Schedule,