Let me also stress that you do not need to write any of this down if you don’t want to. 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? To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. 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? 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 February 12, 2020, 16:53, 16:53. 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 teach the knowledge and skills pupils need in order to take advantage of the opportunities, responsibilities and experiences of later life? The way the curriculum is designed A good curriculum is a living organism, forever changing in response to reality. Curriculum: intent, implementation and 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. Send out a parent questionnaire on what they would like to see in the curriculum. 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? Curriculum: intent, implementation and impact. I would argue that our assessment practices need, among other things, to answer this crucial question. Leave a comment on our groups. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. John Pearce offers three activities to ensure middle leaders are confident and prepared. 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. 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. 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”. 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. It will focus on a provider’s educational 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. 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”. 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? Ofsted says that learning in schools must build towards a goal. 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. Popular topics this week (Thanks to our group members! What do you think? The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. As such, outcomes are no longer the sole lens through which our “impact” is judged. A curriculum should not be designed then left to stagnate. 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. Ofsted says that learning in schools must build towards a goal. Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? If you are going to redesign your curriculum it would be worth involving all your stakeholders, having an Inset and inviting your governors along. 180035 3 Introduction In January 2017, Her Majesty’s Chief Inspector commissioned a major research study into the curriculum. Are they taught consistently across all subjects where applicable? In my mind, the best way to do this is to use a tool like iAbacus. What will I learn? 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. Does it respond to our pupils’ particular life experiences? 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. 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”. The principal of the first college to be rated “outstanding” under 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. 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? 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 design, therefore, should be a cyclical process. teachers and school leaders working in secondary education across the UK. 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 course will guide science subject leaders through the aims of the Ofsted framework to develop confidence and understanding. 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. 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. Geography. 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. 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. Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. Participants will be encouraged to evaluate the intent, implementation and impact of their school science curriculum and identify ways to drive improvements. In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. Q&A with Ruth Davies, President of NAHT and Paul Whiteman, General secretary of the NAHT. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? 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… In light of these changes, Matt Bromley looks at how schools might plan their curriculum The key judgement in the new framework is on the quality of education a school provides, with a focus on the intent, implementation and impact of the curriculum. 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. 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. 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? 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. Is there an appropriate pace that allows for sufficient breadth and depth? 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. 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. Exploring the impact of Ofsted's new inspection framework by Ben Ward. Does it respond to our pupils’ particular life experiences? 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. 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. Please view our Terms and Conditions before leaving a comment. October 2, 2020 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. An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. Does our curriculum reflect our school’s local context? And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. Do we make explicit links between related end-points within and across subject disciplines? Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? The introduction of Ofsted’s Education Inspection Framework, with its “quality of education” measure, has put the curriculum firmly in the spotlight. – 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. Physical Education. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. 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. 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? The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. 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: 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. However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. As ever, please leave any thoughts in the comments below and have a great week. Q&A with Julia Skinner, governance expert, Introduction and Question 1 What does good governance look like? Exploring the impact of Ofsted's new inspection framework by Ben Ward.