Intention and substance: further findings from the phase 3 research: primary science February 2019, No. Feedback from schools inspected since September 2019 indicates that Ofsted inspectors are spending less time with senior leaders, and more talking to middle leaders about curriculum intent and implementation. The rationale, after all, surely is that a high-quality education and curriculum will deliver high-quality outcomes for the learners? In this new framework, Ofstedhas caused a storm with its new-found focus on curriculum – the intent, implementation and impact of apprenticeship curriculum. As such, outcomes are no longer the sole lens through which our “impact” is judged. Curriculum intent is: A frameworkof aims is very different from a bullet point list of aims When considering a curriculum intent framework, education and training providers need to ensure the following: Two languages open every door along the way.” Frank Smith. Have we planned and sequenced our curriculum effectively? Do we identify the barriers some pupils face in school and within each subject discipline, including (though not solely) a potential vocabulary deficit, and do we plan effective support strategies to help overcome those barriers? 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. 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. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. SecEd prides itself on being written by teachers, for teachers and offering a positive and constructive voice for Matt Bromley is an education advisor and author with over 20 years’ experience in teaching including as a secondary school headteacher and principal, FE college vice principal and MAT director. Do we ensure that the end-points of each part of our curriculum seamlessly join to the starting points of the next and so on, so that we achieve curriculum continuity and so that transitions between the various years, key stages and phases of education are as smooth as they can be? Music. Does it respond to our pupils’ particular life experiences? Are these skills explicitly taught and reinforced? Applies to: England. Curriculum design, therefore, should be a cyclical process. Contents. But you need to be familiar with the new terms: ‘Intent – Implementation – Impact’ because the Ofsted inspector will use them at your inspection. Have we identified the right end-points? Does our curriculum teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? Intention, Implementation & Impact. Curriculum: intent, implementation and impact. We celebrate and welcome differences within our school community. These three can easily be looked at from a child development perspective. 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. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. In the next two blog posts I will be looking further at the implementation and measuring its impact. The intent of the MFL department is that all our language learners develop into confident and articulate “world citizens” who consider themselves a part of a multicultural and mutually respectful society. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of education 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? 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. Schools inspected unde Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. Physical Education. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Ofsted says that learning in schools must build towards a goal. Exploring the impact of Ofsted's new inspection framework by Ben Ward. And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. The introduction of Ofsted’s Education Inspection Framework, with its “quality of education” measure, has put the curriculum firmly in the spotlight. 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? Your curriculum must reflect these and have a purpose. In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). 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. Measuring wider impact 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”. 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? The new Ofsted Education Inspection Framework places a strong emphasis on the curriculum and uses more education-based words that you may initially find difficult. How to show curriculum intent, implementation and impact Monday, October 28, 2019 | inspection , Leadership , Professional Development , Self-evaluation | 0 comments Feedback from schools inspected since September 2019 indicates that Ofsted inspectors are spending less time with senior leaders, and more talking to middle leaders about curriculum intent and implementation. Does it bring the local community into school and take pupils out into the community? Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? Measuring outcomes In the old Common Inspection Framework (CIF), one of the key judgements was “outcomes for pupils” but this is notable by its absence from the EIF. Children will know more, remember more and understand more. October 2, 2020 With that in mind, we have provided a summary below of both our approach and the thinking behind it. 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. 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. 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. Does it respond to our pupils’ particular life experiences? Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. Is there an appropriate level of challenge for all? For example, does it address typical gaps in pupils’ knowledge and skills? This will certainly mean our intent, implementation and impact will be effective and successful for each child, enabling them to reach their own potential. 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? Star Assessments in both reading and maths have always offered attainment-tracking support through Stud… An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. We use Learning Powers to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Curriculum: intent, implementation and impact. Intent Research link Implementation Impact To build a History curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to enquire, research and analyse problems” in History. Is there an appropriate pace that allows for sufficient breadth and depth? Introduction Question 1 What challenges do you think that your members face as we start…, © The Key | Company: 08268303 | 0800 061 4500 |. It means that at each stage of education, schools need to prepare pupils for future success in their next steps and prepare them for adult life by equipping them with the knowledge and skills to be responsible, respectful, active citizens who contribute positively to society, developing their understanding of fundamental human values, their understanding and appreciation of diversity, celebrating what we have in common and promoting respect for all. 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). Physical Education Curriculum map. 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… Maths. 180035 2 . For example, does it address typical gaps in pupils’ knowledge and skills? The purpose of this research was to ensure that Ofsted The principal of the first college to be rated “outstanding” under Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. 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”. Posted: 16/12/19 . Are they taught consistently across all subjects where applicable? 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. What do you want the children to learn, and what skills do you want them to acquire? 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. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? As such, outcomes are no longer the sole lens through which our “impact” is judged. Is there an appropriate level of challenge for all? Is our curriculum ambitious enough? It means that at each stage of education, schools need to prepare pupils for future success in their next steps and prepare them for adult life by equipping them with the knowledge and skills to be responsible, respectful, active citizens who contribute positively to society, developing their understanding of fundamental human values, their understanding and appreciation of diversity, celebrating what we have in common and promoting respect for all. What do your teachers think is the objective in teaching science? Development work for the new inspection framework 1. 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. Without knowledge and understanding of the why and how of the development, we will be less successful with the why and the how of implementing an effective ‘curriculum’ for the children in our settings. The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. This course will guide science subject leaders through the aims of the Ofsted framework to develop confidence and understanding. Does our curriculum help to tackle social justice issues? 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. Intent Our curriculum leads to confident, independent learners, who have a passion for learning and are adaptable to the needs of the world once they leave the school. As ever, please leave any thoughts in the comments below and have a great week. Combining Intent, implementation and impact. Ofsted says that learning in schools must build towards a goal. 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. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? Curriculum impact 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. Inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Ofsted inspection framework: Be clear on ‘intent’ Sue Allingham Wednesday, October 2, 2019 This is the first of a series of three articles which will explore the new inspection frameworks for early years and schools to see exactly what the implications are for practice and provision in the EYFS. Leave a comment on our groups. However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. 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. In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. But teachers still need to be aware of each student’s academic journey and progress. What are your top tips for shaping a curriculum? Curriculum implementation In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). 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 IMPACT: PART TWO: Read the second part of this article, which offers practical advice for schools, focusing on how we teach the curriculum and the pace of pupil progress and outcomes. Exploring the impact of Ofsted's new inspection framework by Ben Ward. 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. Leaders focus on planning and paperwork but do not check its implementation or its impact; Subject leaders have … Does our curriculum teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? Join the conversation on our Facebook groups using the links below: 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. 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. What do you think? Intent: Our purpose and ambition “One language sets you on a corridor for 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”. 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. I would argue that our assessment practices need, among other things, to answer this crucial question. 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? 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. This is the final blog in a series of three which have explored the impact of Ofsted’s new framework on the teaching of Geography in schools. I analysed the importance of creating a culture of high aspirations and I considered the centrality of social justice to effective curriculum design, concluding that a curriculum is a means of closing the gap between disadvantaged pupils and their more privileged peers. To evaluate the effectiveness of the way in which the curriculum is designed. 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. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. Geography. Look at your school’s context and values – this is the best place to start. I explored what a broad and balanced curriculum might look like in practice. It’s clear that this judgement is intended to apply to all pupils. 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. 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? Does our curriculum reflect our school’s local context? 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”. An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. Are there high academic ambitions for all pupils, and do we offer disadvantaged pupils and pupils with SEND the same curriculum experience as their peers rather than “dumb down” or reduce the offer? We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. It stands to reason, I would suggest, that if the purpose of education is to prepare pupils for the next stage of their education, employment and lives, then the way we measure our “impact” must go beyond mere outcomes. 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. Our Intent, Implementation and Impact Intent: Our purpose and ambition Inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. This is the final blog in a series of three which have explored the impact of Ofsted’s new framework on the teaching of Geography in schools. This aims to help inspectors gather evidence about what pupils know, remember and understand. What will I learn? Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. teachers and school leaders working in secondary education across the UK. Let me also stress that you do not need to write any of this down if you don’t want to. chronological understanding, indicates that: Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. 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. Do we make explicit links between related end-points within and across subject disciplines? 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. – Primary School Leaders, From The Key – Auditing Pupil Premium Spending, Who is responsible for the induction of new governors – Primary School Governors, From The Key – Checklist for new governors, A code of conduct is need for staff with children – Primary School Leaders, From The Key – Staff code of conduct model policy. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. In the next two blog posts I will be looking further at the implementation and measuring its impact. Find out more at www.bromleyeducation.co.uk and for Matt’s archive of best practice articles for SecEd, visit http://bit.ly/1Uobmsl Further information & resources Bromley: Curriculum design, SecEd Best Practice Focus, January 2020a: http://bit.ly/36RliHsBromley: Curriculum implementation: Part 1, SecEd, May 2020b: https://bit.ly/3hBRCDE Bromley: Curriculum implementation: Part 2, SecEd, May 2020c: https://bit.ly/35WajgjOfsted: Education Inspection Framework, May 2019: http://bit.ly/2M3ttuj. Be clear on exactly what these aims are. I explored what a broad and balanced curriculum might look like in practice. Q&A with Julia Skinner, governance expert, Introduction and Question 1 What does good governance look like? Curriculum design, therefore, should be a cyclical process. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. 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. September 2020. In the old Common Inspection Framework (CIF), one of the key judgements was “outcomes for pupils” but this is notable by its absence from the EIF. It’s important to link all this thinking together strategically, in a cycle of improvement. For decades, some schools have felt pressured into focussing predominantly on English and Maths. 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. Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? Do we identify the barriers some pupils face in school and within each subject discipline, including (though not solely) a potential vocabulary deficit, and do we plan effective support strategies to help overcome those barriers? 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? For example, inspectors will also use nationally published information about the destinations to which pupils progress when they leave school, and – in primary schools – they will listen to a range of pupils read. 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. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? The Three 'I's: intent, implementation and impact. As children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school. In September 2019, Ofsted replaced the current ‘Common Inspection Framework’ with the ‘Education Inspection Framework’or EIF. What will I learn? The proposals have both intrigued and excited a lot of leaders. The new framework sets out how Ofsted will now approach and conduct inspections in the various phases of education it regulates, including the Early Years. Arrangements for different types of provision 12. Documents. 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. 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? Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. An investigation into how to assess the quality of education through curriculum intent, implementation and impact. 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. For example, inspectors will also use nationally published information about the destinations to which pupils progress when they leave school, and – in primary schools – they will listen to a range of pupils read. 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. Bromley: Curriculum design, SecEd Best Practice Focus, January 2020a: Bromley: Curriculum implementation: Part 1, SecEd, May 2020b: Bromley: Curriculum implementation: Part 2, SecEd, May 2020c: Ofsted: Education Inspection Framework, May 2019. Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? 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 aim of this course is to help you understand the Ofsted terms 'Intent’, ‘Implementation’ and ‘Impact’ and how to apply these to your practice.

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