What does intent mean? The Holy Family EYFS curriculum is designed to develop the characteristics of effective learning: Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things. – involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. EYFS Curriculum - Intent, Implementation and Impact Intent: why do we teach what we teach? We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. What do you save until the bitter end? For instance, try to describe a word (‘skeleton’, for example) without using specified words related to it (‘bone’, for instance). Maths – Intent, Implementation and Impact Intent Implementation Impact The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. the EYFS l explore Ofsted expectations for a setting’s self- evaluation and cycle of improvement. Pupils also make good progress toward their age-related expectations before transitioning into Year One. At Norman Pannell we follow the Early Years Foundation Stage framework. The Intent, Implementation and Impact of our Curriculum . If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. We use learning journals across the EYFS, supplemented with exercise books in Reception, which evidence to the children and their families the successes of the children throughout their time in Early Years. 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. Early Years Foundation Stage . We have to teach them how to listen, speak and meet the high expectations for behaviour by working together and being kind. Our statement of intent for our whole school curriculum is to ensure our pupils develop the necessary skills, knowledge and attitude to achieve fulfilling lives. Last year we were externally moderated and the GLD exhibits the impact of the learning and teaching in the EYFS at Norman Pannell. This information is tracked on EExAT (Early Excellence Assessment Tracker) which enables us to measure our starting points against a national data set. With that in mind, we have provided a summary below of both our approach and the thinking behind it. 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. Following personal interests and individual needs, allows us to plan and provide opportunities throughout our EYFS curriculum to support learning and development and achieve their next steps. They engage in planned, focussed activities as well as self-initiated and free flow activities. – 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. These sessions are followed by group work where children work with a member of staff to develop their individual targets. Our curriculum is therefore the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. 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. Hillcrest Early Years Academy Curriculum Intent, Implementation and Impact Statements: At Hillcrest Early Years Academy, our curriculum is designed to be creative, inspiring, challenging, memorable and to provide all children with opportunities where doors are opened to dream for the future. Our Curriculum – What are we learning? Curriculum will promote and support children’s emotional security and development of their character enabling children to take risks in a safe and secure environment. These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts. Explore developmentally-appropriate examples of what ‘progression’ and ‘stretch’ looks like for young children, within the context of early mark-making and writing. In my mind, the best way to do this is to use a tool like iAbacus. We use cookies to track usage and improve the website. Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this. ... For example in EYFS, when we learn about toys, our teachers ask leaners “Do we have girl’s and boy’s toys?”; when we learn cooking skills, we think about who prepares the food in our own homes. 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. Here, we’ve outlined how Renaissance products – particularly Star Assessments and Accelerated Reader– can aid primary and secondary educators in achieving what Ofsted will be looking for. Early Years; Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. Home; School Information; Curriculum; Design and Technology; Intent, Implementation & Impact ; Design and Technology. Personal, Social and Emotional Development. 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 curriculum and its delivery ensure that children make good progress. It is our intent to ensure that all children will receive the teaching of early reading through systematic, synthetic phonics to learn to read words and simple sentences accurately by the end of Reception. 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. Building Works and Expansion in 2020 and 2021, Parent Community, Consultation and Fundraising. Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. 1. The inspectorate has said that it will assess curriculum through intent, implementation and impact. Curriculum Policy - Intent, Implementation & Impact. Pupils learn through a balance of child-initiated and adult-directed activities. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. 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. These areas are split into three prime areas and four specific areas. 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. The new framework statesthat “[p]rovision should only be judged ‘outstanding’ in a particular area if it is performing exceptionally, and this exceptional performance is consistent and secure”. Intellectual preparation and co-planning is led by the phase leader every week with short 15 minute ‘child-led’ planning sessions happening three times a week. Our EYFS Lead is Dionne Whittaker. Intent. This post was extracted from Exploring the Education Inspection Framework — a practical guide that aims to provide practitioners with a good understanding of the process of being inspected and the changes that the new EIF has brought into place. ... Children in our early years, on average, arrive with much lower starting points than national. The experiences of the task will be revisited and demonstrated through being deeply engaged in play. September 2020. Reading is at the heart of our curriculum. Behaviour and attitudes 3. This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals. We use this information on a weekly basis to plan learning experiences and next steps so that knowledge and skills are built cumulatively. At John Ray Infants we recognise that the Foundation Stage is a unique time in the development of our children’s learning. – the early teaching of literacy involves encouraging children to link sounds and letters and to begin to read and write. Early Years; primary. You can download our Curriculum Intent, Implementation and Impact rationale below Our Curriculum rationale is based on our school ethos and mission statement: Learning to Live and Love Life together’ At the core of our curriculum, and underpinning all areas of learning are the shared values and skills we wish our children to develop and attain. During these sessions the teachers reflect on three questions: “What do our focus individuals need to learn or are curious about? To ensure children make outstanding progress in Norman Pannell EYFS, it is our intent to take into consideration their starting points and needs of our pupils as they begin their learning journey. The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. We work closely with the feeder nurseries and pre-schools and have begun to Let’s Talk Intent, Implementation and Impact in Early Years. Staff also use ‘pinny time’ which is a quick, on the spot intervention focused on sight words, blending and number retention with target individuals. Consider intent, implementation and impact through the lens of child-initiated learning in this area. The progress amongst the children was ‘outstanding’ from their starting point. 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. Learning and teaching is thus effective when children feel a sense of belonging, curiosity and competence showing resilience and tenacity. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. – involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. ; who connect with others through language and play, ensuring that they play in a vocab rich environment. The EYFS department is the start of our pupils school journey towards achieving this important purpose. 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. At St Joseph’s Catholic Primary, the EYFS curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. In our Foundation Stage we have two reception classes. At Holy Family Catholic School we believe in providing a secure foundation for future learning and development for our children. It’s as simple as that. This is made up of. Our children will grow to be confident, competent lifelong learners and good citizens. – 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. In the next two blog posts I will be looking further at the implementation and measuring its impact. To save yourself you must jettison your precious cargo – a stash of books from each Curriculum subject. The three prime areas are those which the children should develop first and are considered most essential for the healthy development and future learning of our children. This includes, for example, Talk Boost; our nurture group with some of our vulnerable children or additional ‘catch-up’ provision in Maths. It’s important to link all this thinking together strategically, in a cycle of improvement. Doing the jigsaw is how you are ‘implementing’ the idea of ‘promoting maths skills’. The impact we intend to achieve by developing this intention is seen by how the children approach challenges every day. 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. Pupils learn through games and tasks using concrete manipulatives which are then rehearsed and applied to their own learning during exploration. 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. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of education Early Years Setting Evaluation Sheet - Intent, Implementation and ImpactYou can also use the early years setting evaluation sheet to record some notes around the 3 I’s; Intent,Implementation and Impact during periods of reflection which has been developed using the Early years Inspection Framework (2019).This resource can edited so that you can add/change bits to suit your setting. 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. Early years inspectors are now required to make a judgement on a setting’s ‘Overall effectiveness’ and four new key judgements: 1. Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thought and ideas. Nursery pupils begin to develop these key skills during daily maths meetings where they explore sorting, quantities, shape, number and counting awareness. These three can easily be looked at from a child development perspective. In the next two blog posts I will be looking further at the implementation and measuring its impact. After you have finished doing the jigsaw you should ask yourself what ‘impact… Intent, Implementation and Impact: how does your school's curriculum score on the three ‘I’s? The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children. We believe our high standards are due to the enriched play-based exploration alongside the rigour of assessment and teaching the children have as they move through the early years – a rich diet of balanced learning experiences is undoubtedly the best way to develop happy, curious children. The EYFS department is the start of our pupils school journey towards achieving this important purpose. Skillful communicators; who connect with others through language and play, ensuring that they play in a vocab rich environment. 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 investment in specialist teachers for music, art and forest school mean that children continually receive high quality teaching. During their time in our EYFS, children make rapid progress so that we meet the national expectation for GLD at the end of the year. 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. At Norman Pannell we follow the Early Years Foundation Stage framework. Curriculum: intent, implementation and impact. Intent, implementation, impact – how can Star Assessments and Accelerated Reader help with the proposed new Ofsted framework? Intent. Be clear on exactly what these aims are. We tailor our staff PD to be early years specific and are focused on moderating outcomes across the phase so that every member of our team feels confident in making accurate judgements about where individual pupils are and their next steps for learning. You then ‘implement’ the activity by doing it. What embedded learning have we observed in this area? Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. 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. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. In line with the rest of KSA, both Nursery and Reception have a big question to answer over the course of the year which is broken down into a question for each half-term unit. Our enabling environment and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. This focused group time means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Your ‘intent’ in planning a jigsaw activity is to promote early maths skills. 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. Children will know more, remember more and understand more. 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).

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