Send out a parent questionnaire on what they would like to see in the curriculum. 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. We celebrate and welcome differences within our school community. 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, outcomes are no longer the sole lens through which our “impact” is judged. 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. History. 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 are your top tips for shaping a curriculum? In my mind, the best way to do this is to use a tool like iAbacus. Design and Technology French. 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. 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. This aims to help inspectors gather evidence about what pupils know, remember and understand. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. What do you want the children to learn, and what skills do you want them to acquire? 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. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? – 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. 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”. 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 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. In the next two blog posts I will be looking further at the implementation and measuring its 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? 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. I explored what a broad and balanced curriculum might look like in practice. 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. 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. 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. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? Is our curriculum ambitious enough? 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. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. Are these skills explicitly taught and reinforced? 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. Communicating Intent, Implementation and Impact. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? 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. Intent 9 Implementation 9 Impact 10 Behaviour and attitudes 10 Personal development 11 Leadership and management 11. The proposed Ofsted framework aims to raise standards and rebalance inspections through a ... narrow goals for PD and explore how the new Ofsted framework will impact on practice. Does our curriculum help to tackle social justice issues? 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. Popular topics this week (Thanks to our group members! Curriculum design, therefore, should be a cyclical process. Geography. What will I learn? 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. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. 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. Curriculum: intent, implementation and impact. 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 An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. As ever, please leave any thoughts in the comments below and have a great week. To evaluate the effectiveness of the way in which the curriculum is taught. 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. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. Your curriculum must reflect these and have a purpose. Physical Education Curriculum map. 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. And pupils ’ preparedness for their next steps in school improvement and curriculum research from 1974 2014... To all pupils ofsted intent, implementation impact question 1 what does the curriculum to write any of down... Your school ’ s clear that this judgement is intended to apply to pupils. 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