The proposals have both intrigued and excited a lot of leaders. 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? 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. Intent: Our purpose and ambition “One language sets you on a corridor for life. Have we identified the right end-points? 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? Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. 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. Measuring outcomes 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. 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. Intent 9 Implementation 9 Impact 10 Behaviour and attitudes 10 Personal development 11 Leadership and management 11. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? 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. In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. As such, outcomes are no longer the sole lens through which our “impact” is judged. 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). But you need to be familiar with the new terms: ‘Intent – Implementation – Impact’ because the Ofsted inspector will use them at your inspection. “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 explored what a broad and balanced curriculum might look like in practice. A curriculum should not be designed then left to stagnate. 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 it bring the local community into school and take pupils out into the community? An investigation into how to assess the quality of education through curriculum intent, implementation and impact. It was my involvement in school improvement and curriculum research from 1974 to 2014 led me to create the iAbacus model of improvement. Children will know more, remember more and understand more. 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. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? 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? Contents. 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. Documents. Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? 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. And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. Are these skills explicitly taught and reinforced? 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.

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