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. Schools inspected unde ICT. Have we identified the right end-points? Curriculum: intent, implementation and impact. 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. An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, 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. In light of these changes, Matt Bromley looks at how schools might plan their curriculum Intent: Our purpose and ambition. In this new framework, Ofstedhas caused a storm with its new-found focus on curriculum – the intent, implementation and impact of apprenticeship curriculum. 180035 3 Introduction In January 2017, Her Majesty’s Chief Inspector commissioned a major research study into the curriculum. 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”. Ofsted’s Education Inspection Framework (Ofsted, 2019), I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a), In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. 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? 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. 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. 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 content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? The EIF: Conveying intent, implementation and impact in your curriculum The Education Inspection Framework (Ofsted 2019) places greater emphasis on your approach, as a provider, to curriculum, how well it is implemented and how it impacts on the children. 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. 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. 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. 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. 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. 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.