Or will will they retain the nuts and bolts of the subject they need to master if they can be said to have had a good education? Get In Touch . You can change your cookie settings at any time. Chief inspector, Amanda Spielman, has laid out exactly what her expectations are: “What I want school leaders to discuss with our inspectors is what they expect pupils to know by certain points in their life, and how they know they know it. September 2020. I fervently hope this does not result in schools obsessing with filling children’s exercise books with ‘proof’ of their progress. In the next two blog posts I will be looking further at the implementation and measuring its impact. from phase 3 of Ofsted’s curriculum research. Details. Read Amanda Spielman’s commentary on this research. Thank you for this article. An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. It’s as simple as that. With Ofsted’s new ‘quality of education’ judgement in mind, Imogen Rowley examines how inspectors will be judging the ‘intent, implementation and impact’ of your curriculum. And crucially, what the school does when it finds out they don’t!” So, how does this square with the ‘three Is’? Jon Hutchinson. 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. Part 2 – Intent, Implementation and Impact – the new Ofsted framework March 16, 2020 By: Daniel Taylor, Education Consultant . The new framework is really centred around curriculum – what is being taught and how – with inspections focusing less on results and instead more on the intent, implementation and impact of the curriculum. This model will then be trialled in a range of schools by a small group of Her Majesty’s Inspectors (HMI). Ofsted – Curriculum Intent: what does it mean and how is it measured? Strong Intent and Weak Implementation . The impact of our curriculum will be assessed each year using the different types of data available to us. We’ll send you a link to a feedback form. What will matter, is whether teachers are able to say something like, “I’m pretty sure that most students have learnt what I’ve taught them because they were able to recall it independently weeks or months after we last discussed it in class.” One sure way to check that students are learning what you hope is to provide them with regular opportunities for retrieval practice; if they – and you – can see that their fluency and mastery is incrementally improving then you can be fairly sure of the impact you’re having. The big shift in focus is away from inspectors attempting to judge the quality of teaching and learning by observing lessons and towards attempting to judge the quality of education a school provides by, at least in part, interrogating the curriculum a school has in place. The Three 'I's: intent, implementation and impact. Start date. When considering curriculum design, education and training providers need to think about the 3 I's - Intent, Implementation and Impact. All content is available under the Open Government Licence v3.0, except where otherwise stated, Inspections and performance of education providers, An investigation into how to assess the quality of education through curriculum intent, implementation and impact, Amanda Spielman’s commentary on this research, Commentary on curriculum research - phase 3, Intention and substance: primary school science curriculum research, HMCI commentary: curriculum and the new education inspection framework, HMCI's commentary: recent primary and secondary curriculum research, The most able students – still too much talent going to waste, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. What does intent mean? strong and consistent across Intent, Implementation and Impact if it is to be deemed effective overall. 18 Nov 20. The intent of the curriculum has nothing whatsoever to do with why you’ve decided to teach certain topics; neither is it about coming up with vague mission statements about getting all children to fulfil their potential and become life-long learners, or whatever. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Implementation refers to the breakdown of the framework over time into a narrative and a structure within the school’s unique setting. Defining Curriculum Expectations • Ofsted Framework for 2019 & their implications for schools • Intent • Implementation • Impact • Deepening understand of what a ‘knowledge-rich curriculum’ looks like • Lessons in Curriculum Design from Cognitive Science and other Research Would you mind elaborating/clarifying the above? What questions will Ofsted ask and what evidence will they be looking for when assessing the quality of a school’s curriculum? Applies to: England. 180035 3 Introduction In January 2017, Her Majesty’s Chief Inspector commissioned a major research study into the curriculum. We use cookies to collect information about how you use GOV.UK. 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’s as simple (and as difficult) as that. Our aim in phase 3 of our curriculum research was to design a research model in which the curriculum intent discussion, supported by first-hand evidence of curriculum implementation, could help us develop a series of indicators to allow us to evaluate curriculum quality. These standards set out the endpoints that learners will be working towards. A focus on curriculum. This site uses Akismet to reduce spam. Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. How will you go about the business of teaching the curriculum. This has also led to a minor amendment in Figure 25. This field is for validation purposes and should be left unchanged. Intent refers to the school’s framework for setting out the aims of a programme of education, to include knowledge and understanding to be gained at each stage. 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. Let’s look more closely at those terms: Don’t worry we won’t send you spam or share your email address with anyone. This research sets out what we have done in phase 3 of our research into the quality of curriculum in schools. The intent of the curriculum is the content you expect children to learn. Remember, this information is only provisional, and may be different when the inspections start in September 2019. Curriculum research: assessing intent, implementation and impact School inspection update: academic year 2019 to 2020 Speech at the Future of Education Inspection launch To help us improve GOV.UK, we’d like to know more about your visit today. The inspectorate has said that it will assess curriculum through intent, implementation and impact. The thing is, students will always remember something, but what? Intention, Implementation & Impact. Intent, Implementation and Impact. Ms Fearn said: “Intent is about what leaders intend pupils to learn. The booking deadline for this course has passed. And some principles seems so widely applicable and useful – explanation, modelling, scaffolding, practice – that it would be odd if they were absent anywhere. When making a judgement about the quality of education, Ofsted will not grade intent, implementation and impact separately but will draw on all the evidence they have gathered, using their professional judgement. It’s reasonable to assume that different areas of the curriculum may benefit from being taught in different ways. Intent also covers the sequence in which children encounter the curriculum. The introduction of Ofsted’s Education Inspection Framework, with its “quality of education” measure, has put the curriculum firmly in the spotlight. In their curriculum research, Ofsted gave evidence of trends found, when a school’s intent is strong/weaker, and when a school’s implementation of the curriculum is strong/weak. 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. Does what is learnt about in one year connect to what is learnt in another? Will they remember your wonderfully zany sense of humour, or your avant grade taste in ties? Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. The new Ofsted Education Inspection Framework places a strong emphasis on the curriculum and uses more education-based words that you may initially find difficult. Curriculum: intent, implementation and impact. (You can read it on the Ofsted website here.) 4 Hours. The implementation of the curriculum is concerned with how your intentions are realised. Our phase 3 . Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. Don’t include personal or financial information like your National Insurance number or credit card details. 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. With the new Ofsted inspection framework for primary schools coming in, the focus is now shifting towards a broad engaging curriculum. Summary. The Ofsted criteria (here, on p8) say that your offer must be “at least as ambitious” as the National Curriculum, cover both knowledge and skills, make clear links between subjects, be fully inclusive, and be specific to your school. Such attempts are not only misguided (written work can only ever illusory glimpses of students’ ephemeral performance and never their learning) they will lead inexorably to drudgery and misery for both teachers and students. 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. 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”. We also seek to collaborate with colleagues from different centres and keep up to date with the latest studies and contemporary events linked to our subjects. Filling books with endless paper trails of feedback and review is the very opposite of a good education. And the impact of the curriculum lies in whether students have learnt the things you’ve taught them – how do you know whether pupils know what you think they know? The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. If you can explain why you’ve chosen to teach this and not that, and why your curriculum is taught in the way that it is, then you probably have a good grasp of what you intend students to learn. Impact refers to the knowledge and understanding gained by the pupils over time. But, crucially, Ofsted’s deputy director for schools, Matthew Purves has said that because no one can be confident in the reliability or validity of schools’ assessment, “inspectors will not look at school’s internal progress and attainment data.” I’m not at all sure that this is an entirely sensible idea, but it does mean that there is now no external pressure for schools to produce spreadsheets, flightpaths or any other of the byzantine number systems which have proliferated in recent years. Check how the new Brexit rules affect you. PDF, 1.5MB, 54 pages. 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. Daniel Taylor, education Consultant as well as possible and improve government services me as it was to point... 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