For teachers to be able to adapt their teaching effectively, they rely on a range of assessment tools to provide data on the knowledge pupils have and how much more they have remembered over time. 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. 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. In addition to this, we aim to give our pupils the confidence to solve Mathematical problems using a range of strategies. This request must be made in writing to the Headteacher. In Year 4 and 5 pupils are taught the ukulele by a music specialist. #Let your light shine . We work closely with the feeder nurseries and pre-schools and have begun to All website content copyright © The Gateway Primary School. football, cricket and rounders. Through our French curriculum aims to develop learners who have an enthusiastic, positive attitude to learning other languages. We use cookies to track usage and improve the website. Combining Intent, implementation and impact. As artists, pupils are given the opportunity to use a wide range of media and progress their techniques year on year. They are taught Geographical enquiry skills including map reading, interpreting sources, photographs and diagrams. 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. Pupils frequently communicate their ideas, views and opinions in paired, group and class discussions. Handwriting is taught from Reception using a pre-cursive style, joining letters from Year 1. We believe that through learning music, we also learn habits of practice, determination and team work. They develop an understanding of the influence of key events and historical figures on present day. 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. Through links to our History curriculum pupils begin to gain an understanding of the Historical importance of Art. From Year 1, it is taught using a ‘mastery’ approach focussing on fluency, reasoning and problem solving. Units are planned to ensure progression of the body of core scientific knowledge from EYFS through to KS5, with subject specific vocabulary and skills mapped out for each and every unit so there is clarity for teachers, pupils and parents about exactly how much depth and detail is required. 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. There is little strategic thought or decisions to shape the curriculum on offer beyond the teacher. 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. observation over time, pattern seeking. Pupils have regular opportunities to practise handwriting skills throughout the week to develop a clear, fluent style. Ofsted uses the term ‘Intent’ to describe your setting’s agreed way of working, it’s about the aims of your setting in helping children develop and learn. Relationships and Health Education is taught through our Personal Social Health Education curriculum using the Jigsaw Programme; a mindful approach to PSHE. Local history plays a key part in the curriculum design ensuring pupils develop knowledge of historical change and significance of their own locality. In Key Stage 2 pupils continue to develop their music appreciation through the Charanga scheme and learn the recorder on a weekly basis. 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. We harness the music specialism at KSA. Inspires pupils to develop self-confidence, independence and a thirst for learning. It covers sequential and developmental themes: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. At the end of Year 2, pupils are also given to the opportunity to perform when we attend the local Year 2 singing festival. 2. 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. Intent. Primary intellectual preparation and co-planning is always led by a senior leader or a subject lead with the class teachers for the year group working together in dedicated time together every week. Relevant – Our learners engage with a purposeful curriculum that is contextualised: Culturally, Geographically and Historically. Mathematical knowledge and skills are embedded across the curriculum to promote Mathematical understanding. Varied – Our learners embrace opportunities to develop knowledge and skills within a diverse, creative curriculum. Our learners gain an understanding of the role computing plays in the modern world through its immersion in other subjects and topics. 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. Where appropriate, work will be differentiated to meet the needs of individual pupils and where required extra support provided. The rest of the school, that is, year groups 1 through to 6 follow the National Curriculum. Through our Maths teaching, we aim for all of our pupils to become fluent in the key concepts of Maths. Curriculum Intent and Implementation Statement of Intent: At The Gateway Primary Academy we provide a rich, engaging and well balanced curriculum that celebrates individuality, builds knowledge and skills, nurtures talent and prepares our pupils for a full, successful and happy life. 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. Links to other subjects enable pupils to express their knowledge through Art, writing and drama. 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. The curriculum is driven by the leaders of the school through the embedding of long-term curriculum overviews and medium term plans and knowledge organisers for each and every unit. The curriculum is enhanced through a TASC (Thinking Actively in a Social Context) approach with opportunities for pupils to visit places of interest and learn from visitors to the school. Intent: Our purpose and ambition “One language sets you on a corridor for life. They look and feel different and they should do, as the children are all different. Blog: Dr Helen Drury, Founder and Director. Term 2 - The Ancient Greeks and Out of this World! Bold – Our learners develop curiosity through cross-curricular topics that inspire our pupils to ask and explore questions. Intent: Writing is a crucial part of our curriculum at St Paul’s. Implementation. Key Stage 5 pupils are assessed every three weeks using tri-weekly assessments, for which they are awarded grades of ‘At’, ‘Above’ or ‘Below’. They develop a love of Literature, an appreciation of our literary heritage and a life-long passion for Reading. Reading is at the heart of our whole curriculum. All pupils learn to love to sing from Nursery and begin learning either the violin, viola or cello from Year 4 so as to be able to play in the year group orchestra programme which begins in Year 7. The proposals have both intrigued and excited a lot of leaders. Intent: why do we teach what we teach? Intent, Implementation, Impact – the key to every early years curriculum. Music is taught across the school following the ‘Charanga’ scheme of work, which was written by Kent Interactive Music specialists. As Scientists, pupils are taught to question, observe, classify, predict, create a fair test and analyse outcomes through a variety of practical investigations linked to topics ensuring science learning is meaningful and fun. Pupils in Nursery – Year 1 are all enrolled on the RWI phonics programme and have a rigorous half termly one to one assessment to inform their progress and our next steps in their teaching. 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. Across all seven areas of learning and development, when you plan anything for the children, you should have a purpose, your ‘intent’ for what … Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. Through our PE curriculum enables our pupils to develop the skills and competences to take part in a wide range of competitive sports and activities, build their confidence and sporting talents and lead healthy, active lifestyles. Pupils develop the skills of scientific enquiry, questioning, investigating and build an understanding of the world around them. All of this data contributes to a working at grade, agreed by the Head of Department at the end of term. Pupils learn through a balance of child-led and adult directed activities in an inside and outdoor learning environment carefully designed to enable every child to succeed. Communicating Intent, Implementation and Impact. computing-curriculum-intent-implementation-and-impact-statement.pdf history-curriculum-intenet-implementation-and-impact-statement.pdf geography-curriculum-intent-implementation-and-impact-statement.pdf dt-intent-implementation-and-impact-statement.pdf Many of our pupils arrive well below national expectations for their age. They develop the skills to analyse and evaluate their own and other’s work. Pupils are taught to recognise, blend and segment sounds for Reading and Spelling. Through our History curriculum is delivered through topics with links to other subjects such as Art, Music, English and Geography. We teach French to every pupil three times a week from Year 5 through to the end of Year 11. Maths is also assessed through a half termly arithmetic test and Times Tables Rock stars in Y2-6 to assess progress over time. Pupils have the opportunity to experience Design and Technology in real life with involvement in local and regional STEM projects. Some Early Learning Goals provide a focus for certain terms, particularly those relating to Understanding of the World. 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. They develop the ability to be confident, competent and creative users of information and communication technology and develop the fundamental skills to enable them to participate successfully and safely in a modern, digital world. As a part of this they learn a range of songs and perform on stage at the Orchard Theatre. Implementation is simply about what you do every day to help your children make progress. Pupils develop knowledge and skills in Computer Science and Online Safety through discrete lessons using the DASCo Computing Scheme of Work. Parents and carers are encouraged to be involved in and support their child’s ongoing learning and development. 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. Intent, Implementation and Impact; Writing at St Paul’s . Pupils then apply their skills through motivating and creative writing tasks covering a wide range of genres over the year/school. 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. 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. 2. 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. 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. Learning an additional language teaches pupils to love language acquisition, to love communication and to be curious about others and other parts of the world. Vocabulary is carefully planned from one year group to another to ensure a progressive approach. Impact. The Reception year group, follow a different curriculum to the rest of the school known as the Early Years Foundation Stage. They also continue to use Charanga to appraise music and develop their understanding of the history of music. Upon leaving our school, our learners are confident, creative, imaginative, physically and mentally healthy and thirsty to learn more. Reading is taught daily in every year group and is supported by regular Reading at home. Topics are planned for each of the six terms and the steps leading towards the Early Learning Goals are distributed over the terms, to ensure a balanced coverage. Intent, Implementation, Impact 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 … Through our Art topics pupils explore the work of famous artists, craftsmen and designers and learn to appreciate how art is created and presented in different cultures. In the Summer term of Year 2, pupils are introduced to tuned instruments when they begin to play the ocarina. In our Foundation Stage we have two reception classes. As such, we prioritise social and emotional development and listening and attention in the EYFS curriculum. For example, a pupil who is targeted a C grade who gets a B would be ‘Above’. 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. These same habits are at the core of our approach to PE: every child needs to know how to keep themselves fit and healthy through our PE curriculum lessons, through play in the playground, activity and enrichment as well as on a range of trips and residentials where physical activity and sports play a crucial role. Pupils learn key vocabulary/scientific terminology to be able to explain processes and outcomes accurately and through a range of scientific inquiry e.g. Statement of Intent, Implementation and Impact . From Y1-13, every lesson begins with a Do Now asking pupils to recall knowledge from a previous lesson, practise a skill or prepare for new learning. Our pupils are scientists who are developing a deeper understanding of the world around them. In Key Stage 3 and 4, pupils complete regular interim assessments and checkpoint activities each term, which often culminate in a formal, cumulative assessment. We will constantly ask the WHY behind their learning and not just the HOW. They need to know more, remember more and do more at each and every stage. In Key Stage 3, each year of study is centred on a big thematic question, with a citizenship and personal development focus. In French, PE, art and music, the curriculum is led by an all-through subject specialist. Technology is used to bring the study of places alive through the experience of film, Google Earth and electronic mapping. As a school, we aim to bring the school community together under one theme during this time. In KS1 pupils are informally introduced to other languages through for example, daily greetings and counting. Our curriculum is therefore the body of knowledge we know our pupils need to learn as they progress from one year to the next. Staff work together to plan experiences that are fun and enjoyable for pupils capitalising on their interests and preferred learning styles. We ensure pupils have every opportunity to acquire and use a wide vocabulary, and the skills to communicate their thinking and understanding to a range of audiences. We have to teach them how to learn first. Every unit has a practical aspect where pupils learn the scientific skills of making predictions, ensuring validity, analysing and evaluating results and drawing conclusions. Through our curriculum pupils develop knowledge of how systems work and the principles of simple Computer Science. Enables all learners to be immersed in a diverse, knowledge-rich environment that harnesses a passion to question the world around them. Intent . 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. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Opportunities for pupils to share knowledge, thoughts and experiences with each other and sharing outcomes with stakeholders and the wider community. Within our topics pupils also have the opportunity to listen and appraise music and learn about composers, styles, traditions across historical periods. In the EYFS Maths is promoted within the environment and children are taught key number skills. Children will know more, remember more and understand more. Pupils learn in a carefully planned mixed-attainment seating plan and teachers have a data-driven well-worn path around the room to assess pupils’ knowledge and understanding quickly and adapt teaching effectively at point of learning and/or misconception using over-the-shoulder feedback to pupils and live class or group re-teaching. Helping you to ensure your curriculum is in line with the desired outcome for your children. Each unit has a knowledge organiser designed by subject specialists to ensure precision of subject specific vocabulary and contextual knowledge for pupils and parents alike. An Intent, Implementation and Impact tracker such as this assists you in assessing these goals and subsequent achievements. Pupils are immersed in the school values (teamwork, honesty, respect, kindness and politeness) and the British values to enable them to develop positive learning behaviours and play a full part in our learning community. In Secondary, history, geography and RS address issues of contemporary relevance about the world, delving into topics in greater depth and revisiting key skills such as interpretation and evaluation to embed them. chronological understanding, indicates that: Children under 5 years old go into our Reception classes. 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