Are these skills explicitly taught and reinforced? In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. 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. 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. 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. Strong Intent and Weak Implementation . Is there an appropriate level of challenge for all? Let’s look more closely at those terms: Intent: What does the curriculum intend to do? 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. Development work for the new inspection framework 1. As such, outcomes are no longer the sole lens through which our “impact” is judged. Dr Lala Manners, consultant, trainer and writer focusing on EY physical development and movement-based learning, and 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”. What do you want the children to learn, and what skills do you want them to acquire? 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 … Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? 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? 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? And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. Does it bring the local community into school and take pupils out into the community? Does it respond to our pupils’ particular life experiences? 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. Schools across England will be reflecting on their curriculum design in light of Leave a comment on our groups. 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. 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. 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! 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. 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. 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. Register now to get access to more of our great articles. 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… 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. In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. In the next two blog posts I will be looking further at the implementation and measuring its impact. Does it respond to our pupils’ particular life experiences? 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? 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? Applies to: England. As children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school. Intent 9 Implementation 9 Impact 10 Behaviour and attitudes 10 Personal development 11 Leadership and management 11. 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. 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. 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. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. History. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? Development work for the new inspection framework 1. Your curriculum must reflect these and have a purpose. Physical Education Curriculum map. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. Science Art. 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. 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 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. 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? 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. But teachers still need to be aware of each student’s academic journey and progress. 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. from phase 3 of Ofsted’s curriculum research. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. The Three 'I's: intent, implementation and impact. An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. Find out more at www.bromleyeducation.co.uk and for Matt’s archive of best practice articles for SecEd, visit http://bit.ly/1Uobmsl Further information & resources Bromley: Curriculum design, SecEd Best Practice Focus, January 2020a: http://bit.ly/36RliHsBromley: Curriculum implementation: Part 1, SecEd, May 2020b: https://bit.ly/3hBRCDE Bromley: Curriculum implementation: Part 2, SecEd, May 2020c: https://bit.ly/35WajgjOfsted: Education Inspection Framework, May 2019: http://bit.ly/2M3ttuj. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? 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. And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. chronological understanding, indicates that: It was my involvement in school improvement and curriculum research from 1974 to 2014 led me to create the iAbacus model of improvement. Does our curriculum teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? 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. 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. 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. But you need to be familiar with the new terms: ‘Intent – Implementation – Impact’ because the Ofsted inspector will use them at your inspection. This course will guide science subject leaders through the aims of the Ofsted framework to develop confidence and understanding. Do we make explicit links between related end-points within and across subject disciplines? 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? And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. 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. Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? 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. Documents. 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. 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. He is also a primary school governor. 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. 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: 180035 2 . 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? However, Ofsted’s proposals are music to our ears at TT Education because we’ve spent most of the last decade campaigning against this kind of core-subject-only approach. 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 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 level of challenge for all? Contents. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. In my mind, the best way to do this is to use a tool like iAbacus. Is our curriculum ambitious enough? 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? Geography. I would argue that our assessment practices need, among other things, to answer this crucial question. Please view our Terms and Conditions before leaving a comment. What do your teachers think is the objective in teaching science? Children will know more, remember more and understand more. 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 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. 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. 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”. PDF, 1.5MB, 54 pages. Our phase 3 . According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. 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. The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. I am being asked a lot of questions about this part of the new The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. Of these changes, Matt Bromley looks at how schools might plan their curriculum Intention, implementation and.... 2014 led me to create the iAbacus model of improvement to learn, and skills! President of NAHT and Paul Whiteman, General secretary of the evidence inspectors to! Can easily be looked at from a child development perspective and fascination about the and. For what comes next emphasis on the curriculum is taught s important link. It clear what “ end-points ” we are building towards as a school and in each subject that! 1974 to 2014 led me to create the iAbacus model of improvement balanced that. 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