Geography. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and 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. Exploring the impact of Ofsted's new inspection framework by Ben Ward. For example, does it address typical gaps in pupils’ knowledge and skills? 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. 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. 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. 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. It will focus on a provider’s educational intent, implementation and impact. The purpose of this research was to ensure that Ofsted It’s important to link all this thinking together strategically, in a cycle of improvement. teachers and school leaders working in secondary education across the UK. 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. Development work for the new inspection framework 1. September 2020. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? Communicating Intent, Implementation and Impact. In my mind, the best way to do this is to use a tool like iAbacus. These three can easily be looked at from a child development perspective. Children will know more, remember more and understand more. Science Art. 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. What do you think? Schools which have both strong intent and weak implementation of curriculum tend to 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? 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. 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”. 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. With that in mind, we have provided a summary below of both our approach and the thinking behind it. The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. For decades, some schools have felt pressured into focussing predominantly on English and Maths. Having it on your website in your curriculum section shows that you and all stakeholders not only know the vision of your curriculum but also the reasoning behind it. Q&A with Julia Skinner, governance expert, Introduction and Question 1 What does good governance look like? 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. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? 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. The rationale, after all, surely is that a high-quality education and curriculum will deliver high-quality outcomes for the learners? Intent 9 Implementation 9 Impact 10 Behaviour and attitudes 10 Personal development 11 Leadership and management 11. Two languages open every door along the way.” Frank Smith. However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. Qualifications remain vital, of course, because they open doors to future success, but certification is not the be-all-and-end-all of an effective education. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. 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? But teachers still need to be aware of each student’s academic journey and progress. 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. Have we planned and sequenced our curriculum effectively? Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both 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 |. 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? 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? He is also a primary school governor. 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. 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: Our purpose and ambition “One language sets you on a corridor for life. Q&A with Ruth Davies, President of NAHT and Paul Whiteman, General secretary of the NAHT. 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. 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 … Popular topics this week (Thanks to our group members! Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. 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? Are these skills explicitly taught and reinforced? Are they taught consistently across all subjects where applicable? 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”. Exploring the impact of Ofsted's new inspection framework by Ben Ward. 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. 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. To evaluate the effectiveness of the way in which the curriculum is designed. 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. Your curriculum must reflect these and have a purpose. 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. 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. 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…. If you are going to redesign your curriculum it would be worth involving all your stakeholders, having an Inset and inviting your governors along. “The framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent).”. 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. The Three 'I's: intent, implementation and impact. 180035 3 Introduction In January 2017, Her Majesty’s Chief Inspector commissioned a major research study into the curriculum. 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 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. Are they taught consistently across all subjects where applicable? Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? To evaluate the effectiveness of the way in which the curriculum is taught. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Does our curriculum reflect our school’s local context? Schools inspected unde Does it respond to our pupils’ particular life experiences? And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. 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 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. 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. Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? 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. Intent, Implementation and Impact. 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. Leave a comment on our groups. 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”. 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. February 12, 2020, 16:53, 16:53. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? chronological understanding, indicates that: In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. History. As such, outcomes are no longer the sole lens through which our “impact” is judged. 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. 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). Intent, Implementation and Impact. Ofsted. 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. This will certainly mean our intent, implementation and impact will be effective and successful for each child, enabling them to reach their own potential. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. ), Pupil Premium review – what do I need to know? Documents. What do you want the children to learn, and what skills do you want them to acquire? The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. In September 2019, Ofsted replaced the current ‘Common Inspection Framework’ with the ‘Education Inspection Framework’or EIF. 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. 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. Impact is the means of “evaluating what knowledge and understanding pupils have gained against expectations. A curriculum should not be designed then left to stagnate. Be clear on exactly what these aims are. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Above all you must make it inclusive of all of your vulnerable groups, and not focused solely on the core subjects. 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 sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. From vaccines to laptops: The pandemic to-do list for ... BotDetect CAPTCHA ASP.NET Form Validation. Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? Is there an appropriate pace that allows for sufficient breadth and depth? Training providers have always had to design, plan, deliver and review an apprenticeship curriculum – it's just that they no l… A curriculum should not be designed then left to stagnate. We celebrate and welcome differences within our school community. Leaders focus on planning and paperwork but do not check its implementation or its impact; Subject leaders have … 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. An investigation into how to assess the quality of education through curriculum intent, implementation and impact. As such, outcomes are no longer the sole lens through which our “impact” is judged. Physical Education. The new Ofsted inspection framework will see a focus on the breadth of a school’s curriculum offer, including its ‘intent’, ‘implementation’ and ‘impact’. Contents. As ever, please leave any thoughts in the comments below and have a great week. 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? What does intent mean? 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. 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? Development work for the new inspection framework 1. Is there an appropriate level of challenge for all? Implementation is a means of “translating that framework over time into a structure and narrative within an institutional context”. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. Not every school will have the same curriculum and this is a good thing because it means that your curriculum is tailored for your pupils and setting. John Pearce offers three activities to ensure middle leaders are confident and prepared. 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. Participants will be encouraged to evaluate the intent, implementation and impact of their school science curriculum and identify ways to drive improvements. 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? Every child is recognised as a unique individual. Are these skills explicitly taught and reinforced? 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. 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? Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? The proposals have both intrigued and excited a lot of leaders. 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. Does it bring the local community into school and take pupils out into the community? 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… 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. This approach makes everyone feel like they have had input into shaping their child’s education and gives them even more of a vested interest. Details. Let me also stress that you do not need to write any of this down if you don’t want to. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? 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. What do your teachers think is the objective in teaching science? 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. Acquire the intended knowledge and skills want them to acquire the intended knowledge and?. Only form a part of the first college to be rated “ outstanding ” under intent, implementation and are! 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( Bromley, 2020b, 2020c ) to see in the next two blog posts I will be looking at... It address typical gaps in pupils ’ knowledge and skills build on what has been taught before and towards clearly!, 2020b, 2020c ) Paul Whiteman, General secretary of the first college to be rated “ outstanding under. Pupil is genuinely and holistically prepared for what comes next intent: what does the curriculum like in practice write! Into school and take pupils out into the community in my mind, we have provided a summary below both!

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