As artists, pupils are given the opportunity to use a wide range of media and progress their techniques year on year. Schools which have both weak intent and strong implementation of curriculum are generally secondary-phase schools, and tend to have: . May 28, 2019 May 28, 2019 Oxford RE Team. It was my involvement in school improvement and curriculum research from 1974 to 2014 led me to create the iAbacus model of improvement. Our Intent, Implementation, and Impact targets for the Early Years Foundation Stage (EYFS). Pupils learn key vocabulary/scientific terminology to be able to explain processes and outcomes accurately and through a range of scientific inquiry e.g. Pupils develop the skills of scientific enquiry, questioning, investigating and build an understanding of the world around them. They are taught Geographical enquiry skills including map reading, interpreting sources, photographs and diagrams. Impact: how do we know what pupils have learnt and how well they have learnt it? As a school, we aim to bring the school community together under one theme during this time. In Primary, we have chosen six high quality rigorous texts to hang our English and humanities curriculum onto so as to learn about who we are as human beings and to learn knowledge about the world we live in now, have lived in in the past and will live in in the future. We work closely with the feeder nurseries and pre-schools and have begun to From Year 1, it is taught using a ‘mastery’ approach focussing on fluency, reasoning and problem solving. Writing tasks are frequently linked to cross curricular topics and texts to ensure pupils can apply their skills in a range of contexts. Pupils sit a range of taught tests and cumulative assessments throughout the year and the assessment schedule is shared with pupils and teachers in advance of the school year. Maths is also assessed through a half termly arithmetic test and Times Tables Rock stars in Y2-6 to assess progress over time. We inspire and encourage our pupils to make a commitment to learning which will last a lifetime. In both Key Stages 4 and 5, pupils sit formal mock examinations at the end of their first year of study (Year 10 or Year 12) and in Term 2 of their second year of study. Term 2 - The Ancient Greeks and Out of this World! The intent of the curriculum is synonymous with many of the Academy [s core aims: To provide a broad and balanced curriculum that is accessible to all pupils. Opportunities for pupils to share knowledge, thoughts and experiences with each other and sharing outcomes with stakeholders and the wider community. They gain an understanding of the impact that past and present inventors, engineers and designers have on our lives today and the role Design and Technology has in our modern world. Blog: Dr Helen Drury, Founder and Director. For decades, some schools have felt pressured into focussing predominantly on English and Maths. Within our topics pupils also have the opportunity to listen and appraise music and learn about composers, styles, traditions across historical periods. We harness the music specialism at KSA. In the EYFS, every member of staff uses observational assessment to baseline children’s starting points and plan experiences which ensure progress. Through our teaching and learning, pupils develop the skills to become creative, fluent writers with the ability to write clearly and coherently for a range of purposes and audiences. Carefully planned for subject specific vocabulary is taught through our topics and pupils take part in debates and presentations to hone their communication skills. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. Enables all learners to be immersed in a diverse, knowledge-rich environment that harnesses a passion to question the world around them. observation over time, pattern seeking. Intent: Writing is a crucial part of our curriculum at St Paul’s. Pupils learn stories from the Bible and other Faiths. For example, in Year 8, pupils consider 'What does it mean to be a hero?' Relevant – Our learners engage with a purposeful curriculum that is contextualised: Culturally, Geographically and Historically. Where possible, at the end of each academic year, we use Ark assessments to allow us to compare the data we gather against network wide data. Curriculum Implementation Each year group has a curriculum that is tailored to their specific age and skill level, put together by the Year Leads and teacher team in each year group. The rest of the school, that is, year groups 1 through to 6 follow the National Curriculum. Pupils then apply their skills through motivating and creative writing tasks covering a wide range of genres over the year/school. 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. RE lessons take the form of discussions and debates, reflection and recording of knowledge, thoughts and views. Every pupil is a mathematician at KSA. For example, a pupil who is targeted a C grade who gets a B would be ‘Above’. Pupils develop knowledge and understanding of the world’s faiths and beliefs, make relevant links to their own experiences and reflect on their own personal beliefs, traditions and values. #Let your light shine . We pride ourselves on our extensive programme of trips, workshops and events which our pupils participate in; each half term’s teaching is complemented by at least one enriching experience throughout the primary school as well as residentials for all pupils from Year 5 right through to Sixth Form. Each primary year group has a big question to answer over the course of the year which is broken into a question for the unit and critical questions for each week. Also, we aim for our pupils to develop their Mathematical reasoning by recognising relationships, making generalisations and proving their thinking using Mathematical vocabulary which is carefully planned from one year group to another. Pupils have regular opportunities to practise handwriting skills throughout the week to develop a clear, fluent style. Our EYFS, provides opportunities to apply taught music knowledge in the children’s learning environment and investigate a range of musical instruments. Through our curriculum pupils develop knowledge of how systems work and the principles of simple Computer Science. 2. As such, we prioritise social and emotional development and listening and attention in the EYFS curriculum. Through links to our History curriculum pupils begin to gain an understanding of the Historical importance of Art. Through our Music curriculum provides the opportunity for our pupils to engage creatively with Music, gain knowledge of how Music is created, develop a love of Music and develop their talents as Musicians. Throughout both the primary and secondary school, we invest a lot of time and energy into teaching pupils habits for discussion focussing on learning how to listen actively, how to speak with voice, in sentences and with precision and then moving on to sharing thinking and building on others’ thinking so as to ensure we are all learning with and from each other as one team and family. They can only do that if we embed the right habits for learning through listening, speaking, reading, writing and maths. In the EYFS Maths is promoted within the environment and children are taught key number skills. Through our curriculum pupils develop the knowledge and skills to be able to evaluate, design and build creative and imaginative products for a range of uses. This score is awarded in relation to their target grade. Intent. Develops life-long learning skills including: reciprocity, resilience, reflectiveness and resourcefulness through the Building Learning Power approach. Intent, Implementation and Impact. 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. Every unit has a practical aspect where pupils learn the scientific skills of making predictions, ensuring validity, analysing and evaluating results and drawing conclusions. In primary English, we use fortnightly critical essays in Year 1-Year 6 to hone our analytical reading craft. 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. Intent, Implementation & Impact Report for Physical Education (PE) Intent. In Key Stage 2 pupils continue to develop their music appreciation through the Charanga scheme and learn the recorder on a weekly basis. We believe that through learning music, we also learn habits of practice, determination and team work. Statement of Intent, Implementation and Impact . An effective balance between child led and adult led learning allows the children to flourish and become confident and creative learners with the necessary skills, dispositions and attitudes to successfully continue their learning journey into Year 1 and beyond. Intent Services in Xamarin.Android. The PUMA and PIRA tests enable us to track pupils’ age-related progress against a national data set across a range of skills and are therefore useful in terms of tracking progress over time. Intent, Implementation, Impact – the key to every early years curriculum. In Year 6, pupils consolidate music taught previously from across the school. We encourage our children to enjoy and value the curriculum we deliver. In Year 3, children attend a recorder festival at the end of the year, where they have the opportunity to perform with other schools. Post date. Pupils write a ‘Go Write’ critical essay as the culmination of each humanities unit and a write up of a practical for each science unit. Develops thinking skills, creativity and problem solving through the TASC approach, Uses technology, offsite visits, visitors and experience days to enhance the curriculum and engage learners, Nurtures social, moral, spiritual and cultural development alongside academic success. In our Foundation Stage we have two reception classes. Our curriculum is best understood through the answers to the following three questions: 1. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. SMSC, Online Safety and British Values are embedded throughout the programme and within our assemblies. In Key Stages 3 and 4, teachers also engage in regular formative assessment throughout the term through regularly marking and providing feedback on independent practice. Pupils can access further sporting opportunities through our after school clubs e.g. The skills of spelling, editing, handwriting, grammar and punctuation are taught directly through daily English lessons. Children learn to be future Geographers by developing Geographical study and research skills and the ability to analyse and communicate their findings using subject specific vocabulary. The Reception year group, follow a different curriculum to the rest of the school known as the Early Years Foundation Stage. Let’s Talk Intent, Implementation and Impact in Early Years. They read independently for pleasure and in teacher directed guided Reading small groups to develop fluency and comprehension skills. As Historians, pupils acquire the skills to ask questions, interpret sources and use evidence to make historical claims. Our curriculum is therefore the body of knowledge we know our pupils need to learn as they progress from one year to the next. Be familiar with the idea of: “Intent – Implementation – Impact” and how this relates to the ‘quality of education’ you offer. Intent At Bacon Garth Primary School we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. Covering a range of day to day topics pupils learn to understand spoken and written French and communicate in French with increasing confidence and fluency. Weak intent by headteacher that impedes pupils’ access to curriculum/an aspect of the curriculum Through our History curriculum is delivered through topics with links to other subjects such as Art, Music, English and Geography. Our approach is similarly rigorous in science. They develop a love of Literature, an appreciation of our literary heritage and a life-long passion for Reading. Intent: why do we teach what we teach? We are also beginning to experiment with the use of ‘Cold’ and ‘Go’ quizzing in humanities and science against the core knowledge set out in our knowledge organisers. In Key Stage 3 and 4, pupils complete regular interim assessments and checkpoint activities each term, which often culminate in a formal, cumulative assessment. Intent, Implementation and Impact . Our pupils are scientists who are developing a deeper understanding of the world around them. One of our priorities is helping children read and develop their all-important comprehension skills. Parents and carers are encouraged to be involved in and support their child’s ongoing learning and development. We widen our social sciences offer in Sixth Form to include psychology, economics and politics A levels as well as GCSE and BTEC L3 Extended Diploma in business studies. We have developed our own library of ‘how tos’ to identify more precisely the requirements of a particular form of writing for each year group. They develop an understanding of the influence of key events and historical figures on present day. Maths and DT. In addition to this music is also taught by specialists to give the children an opportunity to sing in a choir and learn a musical instrument to a high standard. Pupils have the opportunity to experience Design and Technology in real life with involvement in local and regional STEM projects. 2. Our topics are full of possibilities and exciting opportunities. All of this data contributes to a working at grade, agreed by the Head of Department at the end of term. Pupils develop the skills and tactics to play competitive sports such as football, rounders, netball, handball and hockey and in Year 4 pupils participate in swimming lessons. Intent. Each unit begins with a ‘Cold Write,’ to assess pupils’ starting points in the form, then moves through several ‘Shared Writes’ to embed knowledge of the form through practice and finishes with a ‘Go Write’ where pupils show off their mastery of the form in their writing progress books. Intent: why do we teach what we teach? Using an investigational approach to learning the strands of Physics, Biology and Chemistry, our Science curriculum is delivered through topics with links to other STEM subjects e.g. Ensures all learners have equal opportunities for success through high expectations and skilful response to the needs of all pupils. Through our History curriculum develops our learners’ knowledge of Britain’s past and that of the wider world. Design and Technology is taught through our cross curricular topics that link Maths, Science, Computing, Engineering and Art. Handwriting is taught from Reception using a pre-cursive style, joining letters from Year 1. Design and Technology. Pupils frequently communicate their ideas, views and opinions in paired, group and class discussions. Our aim is for all children at All Saints to develop a deep love of History. 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