In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Curriculum design, therefore, should be a cyclical process. 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? The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. 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. Science Art. – 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 must reflect these and have a purpose. Ofsted. 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. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. 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: 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. To evaluate the effectiveness of the way in which the curriculum is taught. As such, I would argue that the purpose of “impact” is at least threefold: To evaluate the effectiveness of the way in which the curriculum is designed.To evaluate the effectiveness of the way in which the curriculum is taught.To evaluate the pace of pupil progress, pupil outcomes, and pupils’ preparedness for their next steps. Intent – the milestones of child development that children progress through are a biological process that are supported and influenced by the environment the child is in, their experiences and the adults around … Documents. Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? 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. 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? Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. In my mind, the best way to do this is to use a tool like iAbacus. 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. teachers and school leaders working in secondary education across the UK. Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? Does our curriculum help to tackle social justice issues? Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? 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. 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. But you need to be familiar with the new terms: ‘Intent – Implementation – Impact’ because the Ofsted inspector will use them at your inspection. Star Assessments in both reading and maths have always offered attainment-tracking support through Stud… Two languages open every door along the way.” Frank Smith. John Pearce offers three activities to ensure middle leaders are confident and prepared. 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. Schools which have both strong intent and weak implementation of curriculum tend to have:. Have we identified the right end-points? To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Leaders focus on planning and paperwork but do not check its implementation or its impact; Subject leaders have … Send out a parent questionnaire on what they would like to see in the curriculum. Is there an appropriate pace that allows for sufficient breadth and depth? Children will know more, remember more and understand more. In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. 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. Is there an appropriate pace that allows for sufficient breadth and depth? These three can easily be looked at from a child development perspective. However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. 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. 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. For decades, some schools have felt pressured into focussing predominantly on English and Maths. 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. As such, outcomes are no longer the sole lens through which our “impact” is judged. 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”. 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. 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. Maths. Combining Intent, implementation and impact. Applies to: England. Does it bring the local community into school and take pupils out into the community? 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. Our phase 3 . Dr Lala Manners, consultant, trainer and writer focusing on EY physical development and movement-based learning, and Intention and substance: further findings from the phase 3 research: primary science February 2019, No. 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. Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? 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? 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