“The framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent).”. 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. 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? Are these skills explicitly taught and reinforced? Curriculum: intent, implementation and impact. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. 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. Described in Ofsted’s proposed framework as “the evaluation of what knowledge and skills learners have gained against expectations.” One key element of the new Ofsted framework is a promise that inspectors will focus less on raw data and assessment results – a victory for educators which has been long-fought for! Arrangements for different types of provision 12. What will I learn? Development work for the new inspection framework 1. 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. 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? Intent, Implementation and Impact. Does it respond to our pupils’ particular life experiences? 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. In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. October 2, 2020 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. Does it bring the local community into school and take pupils out into the community? And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. Curriculum design, therefore, should be a cyclical process. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Are they taught consistently across all subjects where applicable? It’s clear that this judgement is intended to apply to all pupils. Geography. Physical Education. Q&A with Ruth Davies, President of NAHT and Paul Whiteman, General secretary of the NAHT. 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…. Schools which have both strong intent and weak implementation of curriculum tend to have:. Star Assessments in both reading and maths have always offered attainment-tracking support through Stud… A curriculum should not be designed then left to stagnate. 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. 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. Maths. Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. Impact is the means of “evaluating what knowledge and understanding pupils have gained against expectations. 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? Training providers have always had to design, plan, deliver and review an apprenticeship curriculum – it's just that they no l… ), Pupil Premium review – what do I need to know? In the next two blog posts I will be looking further at the implementation and measuring its impact. Are these skills explicitly taught and reinforced? Are they taught consistently across all subjects where applicable? Physical Education Curriculum map. Science Art. 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. The introduction of Ofsted’s Education Inspection Framework, with its “quality of education” measure, has put the curriculum firmly in the spotlight. 180035 2 . The Three 'I's: intent, implementation and impact. Does it respond to our pupils’ particular life experiences? The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. 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. 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. Two languages open every door along the way.” Frank Smith. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. What do you think? 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? Does our curriculum reflect our school’s local context? Dr Lala Manners, consultant, trainer and writer focusing on EY physical development and movement-based learning, and With that in mind, we have provided a summary below of both our approach and the thinking behind it. What do you want the children to learn, and what skills do you want them to acquire? 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. 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. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. 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 Is our curriculum ambitious enough? 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. 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. 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 new framework sets out how Ofsted will now approach and conduct inspections in the various phases of education it regulates, including the Early Years. The principal of the first college to be rated “outstanding” under 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. 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. To evaluate the effectiveness of the way in which the curriculum is designed. 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. 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. 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: Children will know more, remember more and understand more. 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. – 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. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Is there an appropriate level of challenge for all? from phase 3 of Ofsted’s curriculum research. 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. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Introduction Question 1 What challenges do you think that your members face as we start…, © The Key | Company: 08268303 | 0800 061 4500 |. The rationale, after all, surely is that a high-quality education and curriculum will deliver high-quality outcomes for the learners? Curriculum: intent, implementation and impact. Does our curriculum teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. A curriculum should not be designed then left to stagnate. Does it bring the local community into school and take pupils out into the community? According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its 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. Applies to: England. February 12, 2020, 16:53, 16:53. The way the curriculum is designed A good curriculum is a living organism, forever changing in response to reality. Register now to get access to more of our great articles. The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. Ofsted says that learning in schools must build towards a goal. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. Does our curriculum help to tackle social justice issues? 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. Participants will be encouraged to evaluate the intent, implementation and impact of their school science curriculum and identify ways to drive improvements. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? John Pearce offers three activities to ensure middle leaders are confident and prepared. Send out a parent questionnaire on what they would like to see in the curriculum. 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. Is there an appropriate pace that allows for sufficient breadth and depth? However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. Be clear on exactly what these aims are. To evaluate the effectiveness of the way in which the curriculum is taught. 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. 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? Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? In the next two blog posts I will be looking further at the implementation and measuring its impact. 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. 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? 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. 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). Leaders focus on planning and paperwork but do not check its implementation or its impact; Subject leaders have … 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? Let me also stress that you do not need to write any of this down if you don’t want to. Will the end-points we set all our pupils on course towards fully prepare them for the next stage of their education, employment and lives? The new Ofsted inspection framework will see a focus on the breadth of a school’s curriculum offer, including its ‘intent’, ‘implementation’ and ‘impact’. 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. 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. Intention, Implementation & Impact. 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. 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? These three can easily be looked at from a child development perspective. It’s important to link all this thinking together strategically, in a cycle of improvement. PDF, 1.5MB, 54 pages. As such, outcomes are no longer the sole lens through which our “impact” is judged. Will the end-points we set all our pupils on course towards fully prepare them for the next stage of their education, employment and lives? 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? 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. Design and Technology French. 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. 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. And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? 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 “end-points” we are building towards as a school and in each subject discipline that we teach? They explain why you teach what you teach and do what you do. In light of these changes, Matt Bromley looks at how schools might plan their curriculum Communicating Intent, Implementation and Impact. 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. 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 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… 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? September 2020. Curriculum design, therefore, should be a cyclical process. Posted: 16/12/19 . 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. 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). Contents. 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. 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 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. The purpose of this research was to ensure that Ofsted In September 2019, Ofsted replaced the current ‘Common Inspection Framework’ with the ‘Education Inspection Framework’or EIF. 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. Our phase 3 . 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. 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. Intent: Our purpose and ambition. 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”. 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. 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. Have we identified the right end-points? Ofsted says that learning in schools must build towards a goal. Strong Intent and Weak Implementation . 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”. Combining Intent, implementation and impact. 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? What will I learn? teachers and school leaders working in secondary education across the UK. 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 make explicit links between related end-points within and across subject disciplines? Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Above all you must make it inclusive of all of your vulnerable groups, and not focused solely on the core subjects. The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. 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 To 2014 led me to create the iAbacus model of improvement and substance: further findings from the 3. Understanding pupils have gained against expectations excited a lot of ofsted intent, implementation impact, curriculum isn ’ a... 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