This resource is designed to help schools write a statement of curriculum intent that defines the learning that pupils in their school will undertake. The Intent, Implementation and Impact of Geography Intent: At Meadowside CP and Nursery School, we strongly believe that high quality geography teaching offers our children the foundations for a greater understanding and knowledge of the world, as well as their place in it. These three can easily be looked at from a child development perspective. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Play vocabulary games but with a science twist. The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development including understanding the world and expressive art and design as well as to promote sustained thinking and active learning. 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. Intent. Curriculum Intent, Implementation and Impact Statement ... for example to help learners embed and use knowledge fluently or to check understanding and inform teaching. At King Solomon Academy we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. Early Years; Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. New vocabulary and concepts through reading will excite and engage all learners which includes staff modelling standard English and asking high quality questions. To save yourself you must jettison your precious cargo – a stash of books from each Curriculum subject. Our Intent for the Foundation Stage Curriculum. The Intent, Implementation and Impact of our Curriculum . – this involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. At Bacon Garth Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. Intent. Children follow the rigorous and highly successful Read, Write Inc program faithfully so that they meet good outcomes for reading with almost all children passing the Year One phonics screening. – this involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. When taking on this school, I wanted children to fall back in love with learning and be totally immersed in different worlds and times; to be excited with learning. – involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Skillful communicators; who connect with others through language and play, ensuring that they play in a vocab rich environment. Curriculum: Intent, Implementation & the Impact - Wootton Park School. Effective communication and collaboration ensure the children leave the EYFS with a solid foundation of learning of which to build upon. 1. 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. The inspectorate has said that it will assess curriculum through intent, implementation and impact. At John Ray Infants we recognise that the Foundation Stage is a unique time in the development of our children’s learning. The Intent, Implementation and Impact of our Curriculum . Intent, Implementation & Impact Report for Physical Education (PE) Intent. It is our intent that children who enter our EYFS begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning. In our Foundation Stage we have two reception classes. – Children develop and learn in different ways. With that in mind, we have provided a summary below of both our approach and the thinking behind it. 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. The experiences of the task will be revisited and demonstrated through being deeply engaged in play. Our curriculum and its delivery ensure that children make good progress. The progress amongst the children was ‘outstanding’ from their starting point. At Bacon Garth Primary School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Our Intent, Implementation and Impact for Early Years Foundation Stage The Early Years Foundation Stage is the period of education from birth to 5 years. which our early year’s education is based upon: – Every child is unique child who is constantly learning and can be resilient, capable, confident and self-assured. We work closely with the feeder nurseries and pre-schools and have begun to build links with a new on site nursery, run by Smiles, which opened in September 2019. The timetable is carefully structured so that children have rigorous directed teaching in English, maths and phonics everyday with regular circle time sessions to focus on PSED. Be clear on exactly what these aims are. Consider intent, implementation and impact through the lens of child-initiated learning in this area. Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. Curriculum research: assessing intent, implementation and impact This research sets out what we have done in phase 3 of our research into the quality of curriculum in schools. Staff also use ‘pinny time’ which is a quick, on the spot intervention focused on sight words, blending and number retention with target individuals. 1.0 Curriculum Intent 1.1 Aims In Education, the Zcurriculum [ is broadly defined as the Ztotality of pupil experiences that occur in the educational process’. 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. You then ‘implement’ the activity by doing it. Ms Fearn said: “Intent is about what leaders intend pupils to learn. As a team, we carry out regular internal moderation sessions and also ensure that staff attend external meetings and training to ensure that we feel confident with our judgements and that these judgements are consistent with a range of other settings. We follow the Maths Mastery approach in Reception with an emphasis on studying key skills of number, calculation and shape so that pupils develop deep understanding and the acquisition of mathematical language. Which ones do you chuck out first? In the next two blog posts I will be looking further at the implementation and measuring its impact. Ms Fearn said: “Intent is about what leaders intend pupils to learn. Our curriculum needs to meet the needs of our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning. Our EYFS Lead is Dionne Whittaker. The learning experiences within our Early Years are linked to the seven areas of learning and development within the EYFS. We use cookies to track usage and improve the website. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. Picture the scene: you’re in a hot-air balloon, losing altitude and heading for shark-infested waters! This is alongside fortnightly PD sessions with our Speech and Language therapist who helps to build subject knowledge of working with children who have communication and language difficulties. These areas are split into three prime areas and four specific areas. They look and feel different and they should do, as the children are all different. – involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. The children at Norman Pannell experience a smooth transition between Nursery, Reception and beyond. 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. From this, we have chosen multiple high-quality texts to create an integrated approach to learning from which pupils can experience the full curriculum. Our aim in the EYFS is to build strong foundations rooted in academic success as well as moral and spiritual development, so that ultimately our pupils can be successful at university, go on to be active citizens of society and happy, curious life-long learners. – Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. Our Intent, Implementation, and Impact targets for the Early Years Foundation Stage (EYFS). 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