Weak Intent and Strong Implementation . Posted: 16/12/19. 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. A whole school curriculum map outlines the topics taught in each term and year group and how each curriculum subject is delivered through these topics. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of … In Year 6, pupils consolidate music taught previously from across the school. 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. Our curriculum is designed to ensure that from the moment each of our pupils sets foot into our Nursery, we take their individual starting point ‘on the mountain’ and make sure we have mapped out their path through our whole school to prepare them for success at university and beyond when they leave us at 18. Pupils are expected to learn from their teammates, as much as from their teacher. In KS1 pupils are informally introduced to other languages through for example, daily greetings and counting. Singing is a valued part of children’s development and they participate in a weekly hymn practice and learn songs in preparation for Harvest Festival and our Christmas show, which are both performed to parents. football, cricket and rounders. Our pupils are scientists who are developing a deeper understanding of the world around them. It aims to inspire pupil’s curiosity and provide our learners with an understanding of cultural diversity and how past events have shaped the world we know today. 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. A highly systematic approach to homework throughout the whole school ensures pupils develop habits for learning independently throughout their academic career. 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. With rich contextual understanding of their texts, students evaluate their protagonists’ drives for power, critique the societies that caused their characters’ repression, and debate the writers’ intentions in their language and structural choices. Intent: Writing is a crucial part of our curriculum at St Paul’s. 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. Statement of Intent, Implementation and Impact . We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being. I have taught in and supported many different Early Years settings over the years and I love that they all are unique. Reading is at the heart of our whole curriculum. 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. 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. chronological understanding, indicates that: Upper KS2 pupils act as Play Leaders on the KS1 playground to encourage fitness and active play in our younger children. 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’. 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. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. 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. Habits for discussion enable our pupils to share their thinking, build on each other’s and act as a team and family. Intent, Implementation and Impact Statements. Our topics are full of possibilities and exciting opportunities. Where appropriate, work will be differentiated to meet the needs of individual pupils and where required extra support provided. 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. We ensure that a broad range of Art is taught that is relevant and inspiring. Writing is rigorously assessed against age-related expectations and carefully moderated internally, with colleagues across the Ark network and externally through Local Authority moderation too. Impact: how do we know what pupils have learnt and how well they have learnt it? We aim to make it a place where children feel secure and confident, can explore, investigate and learn through first-hand experience and are challenged to develop their independence. 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. RE lessons take the form of discussions and debates, reflection and recording of knowledge, thoughts and views. 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. Develops life-long learning skills including: reciprocity, resilience, reflectiveness and resourcefulness through the Building Learning Power approach. 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. 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. 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. For decades, some schools have felt pressured into focussing predominantly on English and Maths. Implementation: how do we teach what we teach? Curriculum at Sowerby Primary Academy . 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. The school plays a full part in sporting competitions giving pupils of all abilities and ages the opportunity to represent the school in local and regional competitions. Across all seven areas of learning and development, when you plan anything for the children, you should have a purpose, your ‘intent’ for what … In Key Stage One, music is taught through the Charanga scheme once a week, which gives our children the opportunity to use their voices expressively, learn a range of songs, play untuned instruments and develop their skills to appraise music. Early Years has been a passion of mine since I started my teacher career in 2005. In French, PE, art and music, the curriculum is led by an all-through subject specialist. In Secondary, each teacher meets with their HoD every week and has department training every two weeks. As Historians, pupils acquire the skills to ask questions, interpret sources and use evidence to make historical claims. RWI Intent. Parents are strongly advised to consult with the school to seek further information on the RE curriculum and the approach to teaching and learning before any decision is made. The structure of the curriculum enables us to return to core knowledge and skills pupils should have mastered at regular intervals across the year, key stage and across primary and secondary. 3. Bold – Our learners develop curiosity through cross-curricular topics that inspire our pupils to ask and explore questions. Ensures all learners have equal opportunities for success through high expectations and skilful response to the needs of all pupils. Intent, Implementation, Impact – the key to every early years curriculum. 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. Pupils study key aspects of national history including Roman and Viking Invaders, Victorians, WW2 and significant periods in world history such as the Greeks and Egyptians. Pupils then apply their skills through motivating and creative writing tasks covering a wide range of genres over the year/school. 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. Vocabulary is carefully planned from one year group to another to ensure a progressive approach. Relevant – Our learners engage with a purposeful curriculum that is contextualised: Culturally, Geographically and Historically. Key topics are taught throughout each key stage, and revisited to reinforce knowledge at an age-appropriate level as pupils grow older through two drop down days per cycle, morning meetings and assemblies as well as through coherent links into the rest of the taught curriculum, specifically through addressing big ideas questions in English. They develop the skills to analyse and evaluate their own and other’s work. This request must be made in writing to the Headteacher. Offsite visits enable pupils to develop fieldwork skills and experience geography first hand. Our curriculum is best understood through the answers to the following three questions: 1. 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. 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. In addition to this, we aim to give our pupils the confidence to solve Mathematical problems using a range of strategies. We also offer Spanish in Key Stage 4 and 5. In Year 5, children participate in Choral Outreach sessions taught by a music specialist. 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. Implementation is simply about what you do every day to help your children make progress. 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. 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. Religious education has a unique place as a central subject in the curriculum of St Pauls. Technology is used to bring the study of places alive through the experience of film, Google Earth and electronic mapping. Our aim is for all children at All Saints to develop a deep love of History. Our curriculum recognises the importance of spoken language in pupil’s learning right across the curriculum. Design and Technology is taught through our cross curricular topics that link Maths, Science, Computing, Engineering and Art. 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. We follow the Maths Mastery approach in Primary and - for the first time this year - in Secondary too, with an emphasis on studying fewer areas of learning so that pupils develop a deep understanding of whole number, fractions, geometry and statistics. 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