In this new framework, Ofstedhas caused a storm with its new-found focus on curriculum – the intent, implementation and impact of apprenticeship curriculum. In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. 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. 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 … What are your top tips for shaping a curriculum? 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. Be clear on exactly what these aims are. 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. Does our curriculum teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? Does our curriculum teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? Is our curriculum ambitious enough? 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. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. Schools inspected unde 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. Communicating Intent, Implementation and Impact. 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. Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? Implementation is a means of “translating that framework over time into a structure and narrative within an institutional context”. Does it bring the local community into school and take pupils out into the community? We sometimes even hear of a school that has chosen or felt pushed to abandon all other subjects in Year 6, in the pursuit of better test scores. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended 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. 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. 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. The new Ofsted inspection framework will see a focus on the breadth of a school’s curriculum offer, including its ‘intent’, ‘implementation’ and ‘impact’. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Does it respond to our pupils’ particular life experiences? In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. 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 For example, does it address typical gaps in pupils’ knowledge and skills? 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: I explored what a broad and balanced curriculum might look like in practice. 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 pace of pupil progress, pupil outcomes, and pupils’ preparedness for their next steps. 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 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. 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. 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? 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? And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. Curriculum implementation In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). 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? 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? February 12, 2020, 16:53, 16:53. Popular topics this week (Thanks to our group members! Q&A with Ruth Davies, President of NAHT and Paul Whiteman, General secretary of the NAHT. Intent: Our purpose and ambition “One language sets you on a corridor for life. teachers and school leaders working in secondary education across the UK. Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? Maths. Above all you must make it inclusive of all of your vulnerable groups, and not focused solely on the core subjects. Is there an appropriate pace that allows for sufficient breadth and depth? As such, outcomes are no longer the sole lens through which our “impact” is judged. 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. 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? What will I learn? Exploring the impact of Ofsted's new inspection framework by Ben Ward. 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. The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. 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”. 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”. 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? This will certainly mean our intent, implementation and impact will be effective and successful for each child, enabling them to reach their own potential. For example, does it address typical gaps in pupils’ knowledge and skills? I would argue that our assessment practices need, among other things, to answer this crucial question. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? 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. John Pearce offers three activities to ensure middle leaders are confident and prepared. 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. 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 help oil the wheel, I think we should use assessments to answer the following questions about our 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? 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? Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. ), Pupil Premium review – what do I need to know? 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. Let me also stress that you do not need to write any of this down if you don’t want to. Intention, Implementation & Impact. October 2, 2020 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. Register now to get access to more of our great articles. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? 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. Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? Combining Intent, implementation and impact. 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. – 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. Training providers have always had to design, plan, deliver and review an apprenticeship curriculum – it's just that they no l… 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. The rationale, after all, surely is that a high-quality education and curriculum will deliver high-quality outcomes for the learners? In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. Does our curriculum reflect our school’s local context? According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Send out a parent questionnaire on what they would like to see in the 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? 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? He is also a primary school governor. 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? 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. Curriculum design, therefore, should be a cyclical process. Strong Intent and Weak Implementation . 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. Posted: 16/12/19 . Are they taught consistently across all subjects where applicable? 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? 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… An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. I am being asked a lot of questions about this part of the new Star Assessments in both reading and maths have always offered attainment-tracking support through Stud… But you need to be familiar with the new terms: ‘Intent – Implementation – Impact’ because the Ofsted inspector will use them at your inspection. Although the questions which schools are asked in an Ofsted visit may vary, it is likely that the following might be key lines of enquiry based on the new focus on Intent, Implementation and Impact: What is a school trying to achieve through their music curriculum? Schools which have both strong intent and weak implementation of curriculum tend to have:. 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. 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. 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 think? Is there an appropriate level of challenge for all? 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? Children will know more, remember more and understand more. 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. Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? Does our curriculum reflect our school’s local context? Geography. 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 9 Implementation 9 Impact 10 Behaviour and attitudes 10 Personal development 11 Leadership and management 11. 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. Do we make explicit links between related end-points within and across subject disciplines? What will I learn? Documents. As such, outcomes are no longer the sole lens through which our “impact” is judged. The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. 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. Have we planned and sequenced our curriculum effectively? 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. What does intent mean? 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? 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. 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? Dr Lala Manners, consultant, trainer and writer focusing on EY physical development and movement-based learning, and A curriculum should not be designed then left to stagnate. They explain why you teach what you teach and do what you do. 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. Please view our Terms and Conditions before leaving a comment. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? Leave a comment on our groups. Every child is recognised as a unique individual. Are these skills explicitly taught and reinforced? 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. Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? 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. 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? 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 intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. Do we make explicit links between related end-points within and across subject disciplines? To evaluate the effectiveness of the way in which the curriculum is designed. 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 . Ofsted. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. Physical Education Curriculum map. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Ofsted says that learning in schools must build towards a goal. ‘Intent, Implementation and Impact’ are the new buzzwords and it remains to be seen for how long the latter might end up sustaining poor outcomes. Does it respond to our pupils’ particular life experiences? Development work for the new inspection framework 1. 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. 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