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. As a school, we aim to bring the school community together under one theme during this time. Through our Art and Design curriculum allows our children to recognise and celebrate their own talents and individuality and gain knowledge of the work of famous artists and designers. We harness the music specialism at KSA. Our curriculum is best understood through the answers to the following three questions: 1. The rest of the school, that is, year groups 1 through to 6 follow the National Curriculum. 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. The themes are purposefully epic in scope: from “what does it mean to belong?” in Year 1, to “what is trust?” in Year 6. The Reception year group, follow a different curriculum to the rest of the school known as the Early Years Foundation Stage. We use cookies to track usage and improve the website. 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. If you find this tracker helpful, you may also want to take a look at this Intent, Implementation and Impact Self-Evaluation Form. 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. Helping you to ensure your curriculum is in line with the desired outcome for your children. In addition to this, we aim to give our pupils the confidence to solve Mathematical problems using a range of strategies. Post date. 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. 02/16/2018; 2 minutes to read; d; c; m; In this article. Maths is also assessed through a half termly arithmetic test and Times Tables Rock stars in Y2-6 to assess progress over time. Art and Design is taught within our cross curricular topics giving pupils the opportunity to develop proficiency in drawing, painting, sculpture and other art and craft techniques. All website content copyright © The Gateway Primary School. Intent, Implementation and Impact. Intent, Implementation, Impact – the key to every early years curriculum. Bold – Our learners develop curiosity through cross-curricular topics that inspire our pupils to ask and explore questions. Our lessons are structured to ensure speaking and listening is at the heart of learning. 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. Through our curriculum our learners gain the skills to become competent, fluent readers and the ability to comprehend and enjoy a wide range of Literature. Through our Geography curriculum is designed to develop our learners’ knowledge of the diversity of people and places in the global world around them and an understanding of environmental relationships and issues. We are proud of our PSHE curriculum which aims to equip pupils with the social and emotional skills they will require to be successful at university and beyond. In Key Stage 3, each year of study is centred on a big thematic question, with a citizenship and personal development focus. 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 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. 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. By the end of Year Six we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. Bacon Garth Primary School believes that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health. They are taught Geographical enquiry skills including map reading, interpreting sources, photographs and diagrams. Through our History curriculum is delivered through topics with links to other subjects such as Art, Music, English and Geography. The intent of the MFL department is that all our language learners develop into confident and articulate “world citizens” who consider themselves a part of a multicultural and mutually respectful society. 3. Pupils develop key skills and explore their ideas through design and build projects using a range of media including food technology. They can only do that if we embed the right habits for learning through listening, speaking, reading, writing and maths. Intent, Implementation and Impact; Writing at St Paul’s . 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. 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. Religious education has a unique place as a central subject in the curriculum of St Pauls. 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 young learners develop an understanding of the world and love of learning through a practical and play-based approach. 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. Blog: Dr Helen Drury, Founder and Director. In Key Stage 2 pupils continue to develop their music appreciation through the Charanga scheme and learn the recorder on a weekly basis. Our curriculum is delivered through a balance of cross curricular topics, providing a holistic view of learning, and stand-alone subject teaching where this is necessary, particularly in the core subjects. Local history plays a key part in the curriculum design ensuring pupils develop knowledge of historical change and significance of their own locality. Communicating Intent, Implementation and Impact. In our Foundation Stage we have two reception classes. This enables our pupils to use and apply the knowledge and skills from other subject areas to enhance the learning experience. One of our priorities is helping children read and develop their all-important comprehension skills. Pupils are taught how systems work, the principles of programming, exploring and writing algorithms. Phonics is taught daily in EYFS and KS1 using Letters and Sounds supported by a range of practical and online resources including Phonics Play. Our learners gain an understanding of the role computing plays in the modern world through its immersion in other subjects and topics. It is neither a core nor a foundation subject; the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in … They need to know more, remember more and do more at each and every stage. 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. Upper KS2 pupils act as Play Leaders on the KS1 playground to encourage fitness and active play in our younger children. In the Summer term of Year 2, pupils are introduced to tuned instruments when they begin to play the ocarina. Intent: why do we teach what we teach? All of this data contributes to a working at grade, agreed by the Head of Department at the end of term. 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. These assessments are tracked on EExAT (Early Excellence Assessment Tracker) which enable us to measure our starting points against a national data set. Combining Intent, implementation and impact. May 28, 2019 May 28, 2019 Oxford RE Team. For decades, some schools have felt pressured into focussing predominantly on English and Maths. 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. 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. For example, in Year 8, pupils consider 'What does it mean to be a hero?' The scheme of work focuses on learning about religion and learning from religion. Two languages open every door along the way.” Frank Smith. 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. Implementation is simply about what you do every day to help your children make progress. 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. 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. They develop a love of Literature, an appreciation of our literary heritage and a life-long passion for Reading. Every unit has a practical aspect where pupils learn the scientific skills of making predictions, ensuring validity, analysing and evaluating results and drawing conclusions. Music is taught across the school following the ‘Charanga’ scheme of work, which was written by Kent Interactive Music specialists. They read independently for pleasure and in teacher directed guided Reading small groups to develop fluency and comprehension skills. In French, PE, art and music, the curriculum is led by an all-through subject specialist. Relationships and Health Education is taught through our Personal Social Health Education curriculum using the Jigsaw Programme; a mindful approach to PSHE. Parents have the right to withdraw their child from RE lessons. 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. Teachers plan for the fact that some team members will need more scaffolding; others will require a greater challenge. It develops learners who are emotionally resilient and have the skills to deal with changes and challenges in their lives. Many of our pupils arrive well below national expectations for their age. As a multicultural school young children also have the opportunity to gain experience of other languages through their peers. Parents and carers are encouraged to be involved in and support their child’s ongoing learning and development. An Intent, Implementation and Impact tracker such as this assists you in assessing these goals and subsequent achievements. Learning activities are then planned according to how best to achieve the learning objective of the lesson, culminating in an LO review for pupils to evidence their progress in achieving the LO. through interrogating ideas of heroism in World War poetry, a Shakespeare play and Animal Farm. Pupils are taught to recognise, blend and segment sounds for Reading and Spelling. Through our curriculum pupils are immersed in the world of scientific discovery, building on their natural curiosity and awe of the natural world. 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. 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. 3. Pupils study the main world religions; Christianity, Islam, Judaism and Hinduism. They develop the skills to analyse and evaluate their own and other’s work. 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 … 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. 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. Links to other subjects enable pupils to express their knowledge through Art, writing and drama. Be familiar with the idea of: “Intent – Implementation – Impact” and how this relates to the ‘quality of education’ you offer. RWI Intent. This programme aims to prepare children for life, helping them to really know and value who they are and understand how they relate to others in an ever changing world. In Secondary, the Art curriculum builds on knowledge and skills acquired in primary and hones in on building creative skill and critical evaluation. 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. It gives children the opportunity to set themselves goals and aspirations and become confident members of a multicultural society. RE lessons take the form of discussions and debates, reflection and recording of knowledge, thoughts and views. Books are carefully graded (book bands) to ensure a clear progression of skills and appropriate challenge. We are able to draw on the knowledge and expertise of our all-through science technician when designing and facilitating practicals for children of all ages. We will constantly ask the WHY behind their learning and not just the HOW. We teach French to every pupil three times a week from Year 5 through to the end of Year 11. We ensure that a broad range of Art is taught that is relevant and inspiring. 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. They develop an understanding of the influence of key events and historical figures on present day. This score is awarded in relation to their target grade. 2. In primary English, we use fortnightly critical essays in Year 1-Year 6 to hone our analytical reading craft. 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. observation over time, pattern seeking. In KS2 French is formally taught in a weekly lesson using the Language Angels scheme of work. Our topics are full of possibilities and exciting opportunities. Statement of Intent, Implementation and Impact . It covers sequential and developmental themes: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. 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’. At the end of Year 2, pupils are also given to the opportunity to perform when we attend the local Year 2 singing festival. Pupils have daily access to computers and laptops and a range of digital learning tools such as cameras and data loggers to support their learning in the wider curriculum. Deliberate practice is embedded across all primary subject areas in order for teachers to be able to assess the extent to which pupils are learning and remembering. 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. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. 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. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Our curriculum planning ensures that all pupils have equal opportunities to take part in all aspects of our curriculum. The Early Years Curriculum is organised into termly topics covering the 7 areas of learning: Communication and Language, Physical Development, Personal Social and Emotional Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design. Curriculum Intent & Implementation. chronological understanding, indicates that: This request must be made in writing to the Headteacher. Children will know more, remember more and understand more. 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. 1. 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. Ensures all learners have equal opportunities for success through high expectations and skilful response to the needs of all pupils. For example, a pupil who is targeted a C grade who gets a B would be ‘Above’. Our curriculum is best understood through the answers to the following three questions: 1. Impact: how do we know what pupils have learnt and how well they have learnt it? Our daily Reading sessions ensure pupils are immersed in a wide range of fiction, non-fiction and poetry. 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. Class texts are linked to cross curricular topics to ensure Reading is embedded across the curriculum. Pupils develop knowledge and skills in Computer Science and Online Safety through discrete lessons using the DASCo Computing Scheme of Work. Pupils have the opportunity to experience Design and Technology in real life with involvement in local and regional STEM projects. We prioritise acquisition of mathematical language and use visual modelling to help pupils make links between the concrete and the abstract. We aim to meet the academic needs of all learners every lesson through the use of differentiated questioning and resources as well as through additional support from peers or additional adults. 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. 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. Pupils have at least 2 hours PE a week through lessons in games, gymnastics, dance and athletics using the Val Sabin Scheme of Work. In Key Stages 4 and 5, students develop a rich contextual understanding of their texts, evaluating protagonists’ drives for power, critiquing the societies that caused characters’ repression, and debating the writers’ intentions in their language and structural choices. Weak intent by headteacher that impedes pupils’ access to curriculum/an aspect of the curriculum Also, we aim for our pupils to develop their Mathematical reasoning, Using an investigational approach to learning the strands of Physics, Biology and Chemistry, Spiritual, Moral, Cultural, Development (SMSC). Our RE curriculum is delivered using the Discovery RE scheme of work. 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. 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. Handwriting is taught from Reception using a pre-cursive style, joining letters from Year 1. Enables all learners to be immersed in a diverse, knowledge-rich environment that harnesses a passion to question the world around them. Intent Services in Xamarin.Android. As artists, pupils are given the opportunity to use a wide range of media and progress their techniques year on year. 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. It aims to build children’s understanding of themselves and others in their immediate community and develop the skills to secure relationships with others. Aspirational – Our learners are motivated to achieve highly through a curriculum that challenges in a nurturing environment. 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. 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. Through our History curriculum develops our learners’ knowledge of Britain’s past and that of the wider world. Technology is used to bring the study of places alive through the experience of film, Google Earth and electronic mapping. Offsite visits enable pupils to develop fieldwork skills and experience geography first hand. The skills of spelling, editing, handwriting, grammar and punctuation are taught directly through daily English lessons. From Year 1, it is taught using a ‘mastery’ approach focussing on fluency, reasoning and problem solving. Both started and bound services run on the main thread, which means that to keep performance smooth, a service needs to perform the work asynchronously. Intent, Implementation and Impact . 2. 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. Pupils learn stories from the Bible and other Faiths. 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. 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. Implementation: how do we teach what we teach? Intent: why do we teach what we teach? There is little strategic thought or decisions to shape the curriculum on offer beyond the teacher. 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. Design and Technology is taught through our cross curricular topics that link Maths, Science, Computing, Engineering and Art. 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. We inspire and encourage our pupils to make a commitment to learning which will last a lifetime. In the EYFS, pupils learn through a balance of adult-directed and child-initiated learning experiences which focus on the development of core skills alongside celebrating the unique child. Impact. 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