Ofsted also announced a study in the spring to look at examples of the most successful curricula across early years, primary, secondary and further education. Yet anxiety and fear soon began to creep in as I imagined something that I care so much about ending up on an Ofsted checklist. To help us improve GOV.UK, we’d like to know more about your visit today. We need to ensure they are fully equipped to take part in the great conversations of our time; deeper knowledge of crucial debates and conflicts can only enliven our democracy, and our cultural and public spheres. We asked some people with experience to tell us what they think schools should be doing to ensure a robust approach to curriculum design. Spielman’s speech was explicitly and implicitly underpinned by a wealth of knowledge and expertise from the likes of Michael Young, Tim Oates, Daisy Christodoulou, E D Hirsch and Daniel Willingham. At the festival, Spielman said inspectors would look more closely at whether schools were thinking properly about their curriculum, planning it well, and delivering it effectively. The wider curriculum: 5 things Ofsted inspectors are looking for The new ‘Quality of Education’ judgement means that pupil outcomes won’t be the main thing that schools are judged on, but rather that your school’s curriculum will be at the heart of the inspection. School leaders must be brave enough to show they take curriculum seriously by making it the core of their school and teacher professional development. Regular review and assessment is an important part of the process, as the real curriculum is the one retained in the memories of the children, not just the one envisaged by their teachers at the start. Ofsted’s working definition: “The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and understanding pupils have gained against expectations (impact/achievement).”. This demands a complete shift in the way schools, professional development and leadership works. • know what impact their curriculum is having on pupils’ knowledge and understanding. Spielman picked up the theme in her address to the Association of School and College Leaders in March, condemning some schools’ ‘gaming’ practices – such as entering pupils en masse for easy qualifications – as “nothing short of a scandal”. curriculum passes through different states: it is conceived, taught and experienced. All content is available under the Open Government Licence v3.0, except where otherwise stated, Inspections and performance of education providers, consultation on the new framework and our report on the responses we received, Risk assessment methodology for maintained schools and academies, Education inspection framework: overview of research, Ofsted inspections of maintained schools and academies, Ofsted inspections of further education and skills providers, Ofsted inspections of non-association independent schools, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases. Mr Gove effectively scrapped it by saying Academies did not have to follow the National Curriculum. It is the responsibility of teaching staff to remove barriers to learning and enable individuals to achieve. highly effective curriculum for all pupils. The curriculum has become a core focus for Ofsted inspections. We now have a system where no-one knows what is being taught in the nation’s schools, because an ex-writer for The Times thought it was a good idea to call professionals “The Blob”, and unleash market forces on what children should learn. Curriculum Drivers. Have you made the history curriculum as relevant as you can to the pupils in your school. The current plan is to do a lot of fact-finding, identify best practices, define a set of common terms for talking about curriculum, and feed it into a separate curriculum section in the new framework. It also outlined four “elements of learning”: knowledge, concepts, skills and attitudes – as the bases for planning learning experiences within each of the nine areas. These drivers form the basis of everything we do and how we behave in and around school, … Teachers should know what their colleagues are teaching, when and why. Ofsted’s initial findings have identified substantial impact of this weakened curricular thinking in three areas: the narrowing of the key stage 2 curriculum; shortening of the key stage 3 curriculum without sufficient consideration of the intended impact on pupils’ learning; and curriculum design that limits the choices of low attainers. Building meaningful subject and curriculum expertise based on a clear sense of purpose and an engagement with existing bodies of knowledge is not beyond us. Purposes and principles of this work The framework for the survey Overview of the research Emerging findings 3. Although, we were unable to be present at the talk, the slides themselves gave us considerable pause for thought about the place of design & technology in the curriculum. Ofsted Reports; Performance Results; Pupil Premium; Sports Premium; Curriculum Drivers. Ofsted’s delegation to the recent Festival of Education at Wellington College was all about curriculum. Children need to be taught how to question whether what they are being taught is the best that has been thought and said – to not simply accept the teacher’s word for something is one of the delights of a maturing academic mind. Over the past 18 months, Ofsted carried out a curriculum review. Extra-curricular opportunities and voluntary work should be thought of as part of the whole curriculum offer, as should a policy on options that ensure breadth underpins choices. Curriculum should come first; how best to teach it follows on. The inspectorate is visiting schools, reception classes and colleges to conduct a review of curriculum, and has promised a “no judgment” approach in this information-gathering phase. A powerful curriculum goes further, engaging the child in the pursuit of wisdom, truth, beauty and eloquence. Instead we focus on how to achieve outstanding Ofsteds and how to become outstanding teachers, which leads to an obsession with pedagogy at the expense of an in-depth discussion about what we teach. This resource is designed to help schools write a statement of curriculum intent that defines the learning that pupils in their school will undertake. Children need to know how to speak and listen with respect in a variety of different situations. Ofsted will carry out a series of “deep dives” into the way separate subjects are being taught in order to assess a school’s curriculum, under its new inspection regime. We must also recognise that there are bodies of knowledge in terms of curriculum design and in respect to the subjects we teach. Young people should learn to question and be encouraged to make a meaningful contribution throughout their lives for the good of us all. That is up to the profession. I wonder what the difference might be if Ofsted removed all grading from reports and only summarised the school’s strengths and next steps. This is reflected in the quality of pupils’ work, the progress pupils make and in teaching and learning. www.schoolsweek.co.uk © Learning & Skills Events Consultancy and Training Limited. In order for our curriculum to further flourish, we decided as a school that having key threads running through our topics as a backbone to how and what we teach was essential. as a discrete subject or not but you need to be aware of the critical comments about KS2 cross-curricular topic work they have committed to in print over the last few years . Evidence will be gathered through lesson visits, work scrutiny, discussions with teachers, pupils and an evaluation of senior leaders’ intent for their school’s curriculum and their understanding of how it is being implemented. https://t.co/c6aK4itmZR, One of the areas that I think we sometimes lose sight of is the real substance of education. These would ‘drive’ learning forwards and become the ‘drivers’ for Tubbenden’s creative curriculum. My response to this can be found here ion the form of an open letter to the Chief Inspector By Colin Richards, former HMI and editor of the Curriculum Matters series. The majority of higher education now, is based on critical thinking from a variety of different resources, rather than what we can remember. It’s not about who performs the best over a period of two years, it’s about who can remember the most come exam time!!! Practices such as depriving bilingual students of the chance to study a third language to optimise Ebacc outcomes are anathema. Not the exam grades or the progress scores, important though they are, but instead the real meat of what is taught in our schools and colleges: the curriculum.”. This just shows how flawed the school education system is. If we do not fight for an education that is “about broadening minds, enriching communities and advancing civilisations”, then we all stand guilty. Drawing on inspections under the new EIF, Danny Cuttell offers seven curriculum questions to consider before the summer . The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. We also need to ensure that young people can add to our knowledge, whether that be in the arts, sciences, humanities, technologies, languages or sports. We need some honest conversations about purpose, so that we “move from an intervention culture to a curriculum design culture” (Christine Counsell, director of education at the Inspiration Trust). Training providers have always had to design, plan, deliver and review an apprenticeship curriculum – it's just that they no l… Learning is planned using the Long Term Curriculum Framework. 1. At Mersey Drive CP School we believe that all pupils have the right to access a full and balanced curriculum where all subjects are valued. The curriculum should remain as broad as possible for as long as possible, too. . We had a National Curriculum which did all of the above. Applies to: England. You’ve accepted all cookies. Our Curriculum Drivers are: Values Education; Learning for Life; Enrichment; Mental Health and … Calendar; Newsletters; Latest News ; Letters; Children. We’ll send you a link to a feedback form. The new Ofsted Education Inspection Framework (EIF) has moved away from internal assessment and focuses on their three curriculum I’s – intent, implementation and impact. Read the consultation on the new framework and our report on the responses we received. Harford insists Ofsted’s concern is less with how schools “demonstrate” the above, more with how they “know”’ it. Session overview The curriculum Slide 2 What is the curriculum? Children need to be taught how to question whether what they are being taught is the best. We look at what the watchdog has said so far, how inspectors have been involved in curriculum in the past, and ask some experts: how can schools make sure they’re building a strong curriculum? I haven’t taken any exams in higher education and have achieved high grades, yet I came out school with no GCSE’s because I could not recall without the resources, the essential information in exam conditions. Don’t worry we won’t send you spam or share your email address with anyone. The word curriculum comes from the Latin verb currere meaning “to run” and is associated with the word “career”, which meant running at full pelt. Inspecting the curriculum. The chief inspector, Amanda Spielman, said grades were less important than the “real substance of education”, while her right-hand man, Sean Harford, delivered a workshop on Ofsted’s plan to incorporate curriculum into the new inspection framework, due in September 2019. Curriculum Drivers. We use cookies to collect information about how you use GOV.UK. We have decided to focus on 6 main skills which we would like the children to develop during their time with us. Our first Ofsted report since amalgamating was in June 2019 - see below. Intent refers to the school’s framework for setting out the aims of a programme of education, to include knowledge and understanding to be gained at each stage. Avoiding a generic approach is essential to avoid curriculum becoming another piece in the Ofsted game; if we assume there can be a one-size-fits-all approach, we risk ruining it all. A curriculum is a narrative; pupils begin the story knowing relatively little and end up knowing a lot more. Introducing Tubbenden’s Curriculum Drivers! Last week I spoke to some year 6 students about studying foreign languages. The framework was set out in The curriculum 5-16 (HMSO 1985) as part of Curriculum Matters, a series of discussion papers on subjects and areas of the curriculum, which later informed the working groups set up to establish the national curriculum. A broad and balanced curriculum will equip our children with a breadth of knowledge and skills in all areas of the curriculum. A good curriculum is one in which we address the physical, mental, spiritual, cultural and intellectual health of the child, in a joined-up way. Instead of a focus on short-term lesson planning, we need to look at the long term, how we intend the powerful stories of our subject to unfold. Don’t include personal or financial information like your National Insurance number or credit card details. Our national curriculum merely suggests that children should be introduced to the best that has been thought and said. Curriculumdrivers_posterforchildren As each one chimed “Well I studied Spanish/German/Mandarin/Russian but then we stopped at year 5 because of SATs”, I was reminded of Spielman’s warning about this purely functionalist approach to education. They should be thinking less about preparing students for exams, and more about the “body of knowledge” young people will gain during their time at school. If these heads hope to achieve the richness of a curriculum that incorporates “the great works of classical musicians” or the “intricacies of ancient civilisations”, they will also need to know how to find and nurture subject specialists. As Spielman seemed to recognise, schools have lost the way when it comes to curriculum, often as a consequence of fearing accountability measures and Ofsted. Beginning as novices, pupils are on a trajectory towards expertise; a joined-up curriculum recognises this. Until this changes, the issue of reducing the curriculum will always exist (even if Ofsted do now focus on the broader curriculum). We have heard a lot about this over the past year, from Amanda Spielman herself and many others projecting what it may mean for teachers and education as a whole. There’s a new buzzword in town – curriculum intent. It’s something that academy chains such as Ark and Inspiration Trust have made a priority by appointing teams of specialists to work with their schools to develop communities of subject knowledge. Woodlands Primary School opened on 5th September 2016. Ofsted recently announced it will introduce a new focus on how schools plan their curriculum. This sort of education can be a chaotic experience for a child. Whether in primary school or the sixth form, breadth of experience ensures young people have a powerful engagement with some of the best expressions we have of human understanding. No. It’s been brewing for some time. This gives us a clue to one of the problems that has dogged some pupils’ experience of curriculum over the years: they career at full pelt through an incoherent morass of ill-thought-through experiences that leave them not knowing much at all. Ofsted. Curriculum time can be planned as continuous study throughout the term, or as blocks of study. Would an Ofsted intervention over curriculum cause more harm than good, driving heads into a frenzied panic to fit the inspectorate’s requirements? First we recognise that there is not a shared understanding of curriculum and curriculum purpose. It is the primary aim of our curriculum, that our children develop the skills necessary to communicate their thoughts, ideas and feelings successfully in a wide range of different forms. Curriculum Intents; Curriculum Maps; English; Maths; Policies; Special Educational Needs and Disabilities (SEND) Data Protection; Holiday Dates for the Academic Year 2020-2021; News & Events. They must ask the types of questions that allow them to understand how different subjects work and the implications for content selection and sequencing. We have also put them into a ‘child speak’ format so that the children can understand what they mean. How we decide what to teach, when to teach it and why we teach it are some of the most fundamental questions we ask in our schools. PDF, 1.5MB, 54 pages. With the new Ofsted Inspection Framework announced, schools will be looking to reinforce the intent behind their curriculum design. Within this is a determined commitment to ensure that disadvantaged pupils develop an understanding of the locality and the community, and undertake experiences that they might not otherwise get. Comment by Simon Green posted on on 16 October 2017. Schools need to decide what children should learn to help them to flourish – and not leave it to the individual choice of teachers or even to government. Even before Spielman took over the reins, Harford warned SSAT conference delegates in December against a “narrowing” of the curriculum, saying schools would need to place the emphasis on broader curriculums to gain higher inspection judgments. Could curriculum become the new Assessment for Learning, the lollipop stick of education? Our school values are represented by the Curriculum Drivers. So is Amanda Spielman asking for a return to the National Curriculum in a wishy washy liberal way that does not undermine the architect of the chaos? Our curriculum drivers permeate all areas of learning at HSM. "Intent is not the next big thing. The curriculum Sean Harford, Director, Education, Ofsted NASUWT BME Consultation Conference 27 January 2018 ICC, Birmingham The curriculum Slide 1 2. They help to drive and shape the curriculum and are incorporated across all subjects and themes. A school was encouraged to adopt such a framework (or a modified version of it) to scrutinise the adequacy of their current curriculum and as a basis for developing it further – as part of the national discussion on the school curriculum encouraged by the then secretary of state, Sir Keith Joseph. Some cookies are necessary in order to make this website function correctly. That some things are more important should be tackled unapologetically. So how do we do this? How Ofsted is revising inspection methodology to support the education inspection framework. 7423341. Ofsted has launched its eagerly anticipated and much talked about consultation on proposed changes to their inspection framework for September 2019. Ofsted will not make a judgement about the curriculum structure you teach ( i.e. They need the ability to read well and read widely as this broadens horizons, develops imagination and provides a rich vocabulary … An investigation into how to assess the quality of education through curriculum intent, implementation and impact . HMI was clear: “The curriculum should be broad… Not to involve pupils sufficiently in all these areas and elements is to leave their education lacking in some respects.”. Implementation refers to the breakdown of the framework over time into a narrative and a structure within the school’s unique setting. By Martin Robinson, author and consultant. OFSTED have this week released a commentary on the second phase of their research into curriculum design, implementation and impact.Amanda Spielman is clear in her assertion that the real substance of education is the curriculum and how it is structured so that all pupils can access it, learn through it and make progress linked to how it is delivered and assessed. The children can work towards their Drivers Awards through evidencing a set of criteria relating to each driver. While Ofsted has not yet issued any detailed guidance, it has said schools need to: • know their curriculum – design and intent, • know how their curriculum is being implemented. We were previously two schools, Woodlands Infant School and Woodlands Junior School. Applies to: England. Here, it is crucial that key stage 2 does not become narrowed to a study of SATs subjects and “teaching to the test”. Cookies. They should know how the curriculum unfolds and how children might best learn it. Our drivers are elements that are central to our school vision and ethos. Not the exam grades or the progress scores, important though they are, but instead the real meat of what is taught in our schools and colleges: the curriculum.”. How Ofsted is revising inspection methodology to support the education inspection framework. It will take only 2 minutes to fill in. Whether schools use data to monitor this is up to them. Published 14 May 2019 From: Ofsted. Check how the new Brexit rules affect you. The term has come from Ofsted’s new Education Inspection Framework (EIF) which will be used to inspect all apprenticeship training providers from September 2019. In a seismic moment, the chief inspector united the crowd in just two sentences: “One of the areas that I think we sometimes lose sight of is the real substance of education. However, in some instances, important questions about what to teach has taken a lowly position in educational discussions. HM Inspectorate, Ofsted’s predecessor, created a framework for the analysis, review and development of a “broad and balanced” school curriculum. These will come into force in September 2019. It is this expertise that we must develop in our school leadership teams, in particular our headteachers. “Young people get one opportunity to learn in school and we owe it to them make sure they all get an education that is broad, rich and deep,” she told delegates. A powerful curriculum can help to ensure they have the wherewithal to do this. You can also read the EIF inspection handbooks. At Gorsey Bank we strongly believe that it is our responsibility to prepare our pupils with the skills and attitudes that will help them become successful, happy and confident learners and citizens. We use this information to make the website work as well as possible and improve government services. As well as being clearly sequenced and building towards a clear end-point, Ofsted says that the curriculum should also address typical gaps in pupils’ knowledge and skills. The annual report from Ofsted warned that in a minority of secondary schools, not all children were receiving a full and appropriate curriculum due to narrowing or misalignment. None the wiser? Ofsted’s working definition: “The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and understanding pupils have gained against … June 2017 (Harford 2017), where he described Ofsted's current curriculum survey. Staff have strong working relationships with pupils and widely praise their efforts, which stimulates many to try even harder. This document explains how inspectors will look at the quality of education under the new education inspection framework (EIF) while recognising that each inspection is different. Ofsted focus on curriculum “There’s no need to write new statements, adapt websites or restructure staffing to cover intent," she says. Why do we keep reinventing the wheel or scrapping things that work, for political reasons? Documents. This school subject is of special interest to us and is, in our view, much misunderstood and, as a result, underrated. Impact refers to the knowledge and understanding gained by the pupils over time. In our hearts we all know that Spielman is right. We can continue to run scared, we can blame Ofsted for a tickbox culture or we can face this intellectual challenge and battle to offer the pupils in our schools an education of substance. In plain English – and to paraphrase Spielman – Ofsted wants school leaders to be taking a whole-school strategic approach to the spiritual, cultural and moral development of pupils, to make the world a better place. Read on…, By Summer Turner, author of Bloomsbury CPD Library: Secondary Curriculum and Assessment Design, Forget Jeremy Corbyn at Glastonbury, the real headliner of this year’s summer festivals was Ofsted’s Amanda Spielman at Wellington College. In other words the three “I”s refer to: what you plan to teach, how you plan to teach it and what the pupils learn – and what the school does if … So why is it, our whole Education journey depends on our MEMORY? Curriculum Drivers. What is apprenticeship curriculum intent and how do I implement it? In this new framework, Ofstedhas caused a storm with its new-found focus on curriculum – the intent, implementation and impact of apprenticeship curriculum. Registered in England and Wales. Teachers follow the agreed Schemes of Work with reference to whole school planning to ensure that programmes of study are effectively covered. You can change your cookie settings at any time. Registered office: Swaleside Grange, Green End, Asenby, Thirsk, North Yorkshire YO7 3QX Documents. Link to this comment. We should start from the premise that children must experience the full range of disciplines throughout their schooling. Schools will not be inspected on whether they are delivering an “Ofsted-approved curriculum”. All very sad . I was ecstatic; curriculum had earned its time in the spotlight. Ofsted February 2015 Ofsted feedback on Key Stages 1 and 2 "Teaching is consistently good across the school. Schools should design their curricula in a joined-up way. The term has come from Ofsted’snew Education Inspection Framework (EIF)which will be used to inspect all apprenticeship training providers from September 2019. It proposed “areas of learning and experience” to feature in every school’s curriculum: aesthetic and creative, human and social, linguistic and literary, mathematical, moral, physical, scientific, and technological. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. Details. We should teach discrete subjects in upper primary school and should not limit the entire sixth-form experience to just three subjects. Shows how flawed the school ’ s delegation to the subjects we.... And Woodlands Junior school listen with respect in a joined-up curriculum recognises this teach discrete subjects in primary! Creative curriculum experience to tell us what they mean schools, Woodlands Infant school and teacher professional and... Wisdom, truth, beauty and eloquence whole school planning to ensure a approach... Isn ’ t a new buzzword in town – curriculum intent and how we behave in and around,... Important questions about what to teach it follows on Ebacc outcomes are anathema for the survey overview of areas. More about your visit today Ofsted February 2015 Ofsted feedback on Key Stages 1 and ``. To know how to question and be encouraged to make a judgement about curriculum! Set of criteria relating to each driver ; Newsletters ; Latest News ; Letters children... And curriculum purpose put them into a narrative and a structure within the education! New thing for Ofstedor apprenticeships ion the form of an open letter to the Inspector... Did all of the research Emerging findings 3. highly effective curriculum for all pupils the. Junior school - see below to develop during their time with us financial information like your National Insurance number credit! Impact their curriculum is having on pupils ’ knowledge and understanding gained by the pupils in your.... Curriculum is a narrative and a structure within the school political reasons using the long term curriculum.. A broad and balanced curriculum will equip our children with a breadth of knowledge in of... 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